Effects of Assignments and Continuous Assessment Tests on Achievement in Economics among Secondary School Students in Kwara State, Nigeria

Mahmud Baba Usman, Adamu Lucky Egho

Abstract


The study investigated the Effects of Assignments and Continuous Assessment Tests on Achievement in Economics among Secondary School Students in Kwara State, Nigeria. The study employed a quasi-experimental pre-test, post-test-Control group design. The purposive sampling technique was used to select three Public Secondary Schools in the Edu/Patigi Education Zone of Kwara State, while one hundred and twenty-one Students were also purposively selected to participate in the study during the First Term of the 2019/2020 academic session. An Independent sample t-test was used in testing the hypotheses. The two hypotheses were rejected. The result of hypothesis one revealed that Assignments had a significant effect in improving the achievement of Secondary School Students in Economics (p-value0.000< 0.05). The result of hypothesis two showed a p-value of 0.000<0.05 indicating that Continuous Assessment Tests had a significant effect in improving the achievement of Secondary School Students in Economics. It was recommended amongst others that Economics teachers and instructors be encouraged to give regular assignments to their students because of its positive impact on students' achievement in Economics.


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References


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