Agricultural-Based Continuous Assessment Implementation in Primary Schools In Enugu State, Nigeria: Problems and Impact

Abstract

The study investigated the impact and problems of implementing agricultural-based continuous assessment (CA) in primary schools in Enugu state, Nigeria. The cross-sectional survey research design and the quasi-experimental research design were adopted for the study. Data were collected using a well-structured questionnaire after using proportionate sampling technique and simple random sampling. Data collected were analysed using mean and standard deviation. The results of the study showed that continuous assessment is cumulative evidence that provides the learner regarding the direction of his/her achievement in the academic area. The results also revealed that; time, health challenge, skill-knowledge, finance; limit the implementation of continuous assessment. Findings also revealed that in the avalanche of; skills on the part of the teacher to conduct continuous assessment; full support from the school system and; maximum cooperation from students in terms of participation and the desire to carry out the required continuous assessment activities; systematic implementation of continuous assessment would; develop a positive attitude; overall performance and advancement in the pupil. Finally, the study recommended government to organize in-service training, seminar, and workshop on continuous assessment at regular intervals for teachers to address; continuous assessment implementation challenges and; gap between policy prescription and actual practice in Nigeria.