Continuous assessment as predictor of student's academic achievement and interest in chemistry
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https://doi.org/10.20961/tpmtk916Keywords:
Continuous Assessment as predictor, Student's Academic Achievement Interest in ChemistryAbstract
The study investigated continuous assessment as predictor of student’s academic achievement and interest in chemistry in secondary schools within Awka Education Zone of Anambra State, Nigeria. Four research questions guided the study and four hypotheses tested at 0.05 level of significance. A correlational design was adopted for the study. The population of the study comprised of five hundred and ninety-eight (598) SSII chemistry students from all the sixty-four (64) senior secondary schools in Awka Education Zone, Anambra State. Multi-stage sampling procedure was used to select one hundred and fifty (150) SSII Chemistry students, eighty (80) female students and seventy (70) male students from population to serve as the sample. Four-point scale structured questionnaire of 25 items was used as instrument for samples interest's data collection. A Cronbach's Alpha coefficient of 0.85 was obtained for the SICQ, indicating a good level of internal consistency reliability for the instrument. This suggests that the items consistently measure students' interest in Chemistry. Students’ academic achievement and continuous assessment data were collected from post primary services commission, Awka. Pearson products moment were used for data analysis while the null hypothesis was tested using ANOVA statistical tool. Findings from the study revealed a moderate positive relationship between continuous assessment and students’ academic achievement in chemistry, a moderate positive relationship between continuous assessment and students’ interest in chemistry, there is also a moderate positive relationship between continuous assessment and interest in chemistry as moderated by both gender respectively and finally there is a moderate-to-strong positive relationship between the combined predictors (continuous assessment, academic achievement, interest, and gender) in students’ performance outcomes in chemistry. Based on the findings, recommendations were however made.
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