JOURNAL OF LIAONING TECHNICAL UNIVERSITY
(NATURAL SCIENCE EDITION)
LIAONING GONGCHENG JISHU DAXUE XUEBAO (ZIRAN KEXUE BAN)
辽宁工程技术大学学报（自然科学版）
AN APPRAISAL OF THE PERCEPTION OF CONTINUOUS ASSESSMENT PRACTICE AMONG SECONDARY SCHOOL SCIENCE TEACHERS IN ONDO STATE SOUTH/WEST NIGERIA
Boris O. Olufunke, Ajogbeje, O. James
ABSTRACT
This study explores the perception of continuous assessment practices among secondary school science teachers. Continuous assessment is recognized as a valuable tool for enhancing teaching and learning outcomes by providing ongoing feedback and identifying student’s strength and weaknesses. However, there are challenges and misconceptions surrounding its implementation. Through a comprehensive appraisal, this study examines teacher’s perspectives in terms of gender, qualification, school type and experience. One of the findings revealed that, there is no significant difference between the perceptions of male and female science teachers on continuous assessment etc. The study offers recommendations for targeted professional development, curriculum alignment, standardization, supportive policies and collaborative practices to enhance the perception and practice of continuous assessment among secondary school science teachers. Implementation of these recommendations has the potential to improve the quality of science education and students learning outcomes.
KEYWORDS: Perception, science teachers, cognitive, affective, psychomotor.