Comparison of Continuous Assessment (CA) and Examination Scores in an English Speech Work Class

Iyabode Omolara Akewo DANIEL


English language oral teaching and testing has usually been a problematic issue in the Nigerian educational system. This study thus examines the way Continuous Assessment (CA) and examination results compare in the ENG 121 English orals practical class in FCE, Okene. This is to assess the impact of the innovative pragmatic approach of continuous practice of pronunciation employed by the course lecturer. The performance levels of the candidates are ranked on a scale of 1-10. A frequency and percentage comparative ranking of the scores is done. A tabular and graphic presentation of the scores reveals the students’ performance is generally above average, indicating the success of the pragmatic approach. Nevertheless, a more favourable performance in the CA than in the examination is observed. The paper concludes that the innovative approach greatly helped the students to improve on their performance in spoken English. It thus recommends, among other things, that pragmatic teaching procedure should be constantly employed in teaching Nigerian students to the end of Nigeria attaining her true position in the comity of nations.



English orals, Speech work class, Nigerian education system, functional education, innovation, CA and examination scores

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