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

Iyabode Omolara Akewo DANIEL

Abstract


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.

 


Keywords


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

Full Text:

PDF

References


Afemikhe, O. A. (2008). Functionality and innovation in Nigerian education: Reflections of an evaluator. Lead paper presented at the 4th Annual Conference of the School of Education, Federal College of Education, Okene.

Alo, M. A. (2005). Revisiting issues in English use and usage in Nigeria: Implications for the ESL classroom. Journal of Nigeria English Studies Association, 11 (1), 114-130

Attah, B. G. & Binda, I. S. (2001). A correlation analysis of continuous assessment scores and terminal examination scores in mathematics. A paper presented at the 18th Annual Conference of the Nigerian Academy of Education held at the University of Jos, Jos 12th-16th November.

Bishop, G. (1986). Innovation in education. London and Basingstoke: Macmillan Publishers Ltd.

Chambers Study Dictionary. (2002). Edinburgh: Chambers Harrap Publishers Ltd.

Christie, F. (1989). Foreword. In MAK Halliday’s Spoken and written language (2nd ed). Oxford: Oxford University Press, v-xii.

Daniel, F. (2008). Comparative analysis of examination questions and achievement levels of students in WAEC and NECO General Mathematics SSCE. PhD Thesis, University of Benin, Benin City, Nigeria.

Daniel, I. O. (2011). Introductory phonetics and phonology of English. Newcastle upon Tyne: Cambridge Scholars Publishing.

Daniel, I. O. (2012). Evolutionary trends in English language material design. Research Journal in Organizational Psychology and Educational study 1(1) January, 13-18

Federal Republic of Nigeria. (2004). National policy on education (4th ed). Lagos. NERDC Press.

Hassan, H. & Adeyanju, G. A. (1998). The predictive validity of performance in continuous assessment in some Senior School Certificate Examination. The Nigerian Teacher Today, 6 (1). 174-180.

Lawal, J. (1999). A study of the level of correlation between continuous assessment scores and students’ examination scores. The Nigerian Teacher Today, 5 (1 & 2). August, 117-121.

Njoku, N. F. (2001). Relationship between CA and NCE education courses: A case study of the FCE, Okene. A paper presented at the 16th annual congress of Nigerian Academy of Education held at the University of Jos, Jos. 12th-16th November.

Obanya, P. A. I. (1979). A suggested evaluation model for English language teaching. In E. Ubahakwe (Ed.) The teaching of English studies: Readings for colleges and universities, (pp. 340-348). Ibadan: Ibadan University Press.

Obanya, P. A. I. (1979a). Types and functions of tests in English language teaching. In E. Ubahakwe (Ed.) The teaching of English studies: Readings for colleges and universities, (pp. 325-339). Ibadan: Ibadan University Press.

Oderinde, A. A. (1979). Teaching to listen and speak: The development of status of speech in English language teaching. In E. Ubahakwe (Ed.) The teaching of English studies: Readings for colleges and universities, (pp. 75-91.). Ibadan: Ibadan University Press.

Osakwe, M. (2005). Welcome English…and how long English in west Delta multilingual communities? Journal of the Nigeria English Studies Association, 11 (1), 11-23.

Oyeleye, A. L. (1990). Nigeria English: A re-examination of some historical and sociolinguistic factors. Journal of Nigeria English Studies Association, 10 (2), 1-12.

Van Dijk, T. A. (1993). Principles of Critical Discourse Analysis. Discourse and Society, 4 (2), 249-283.

Retrieved July14, 2006 from http://www.discourse-in-society.org/OldArticles/Principlesofdiscourseanalysis.pdf.




DOI: http://dx.doi.org/10.7575/ijalel.v.1n.6p.92

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2019 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.