CHAPTER ONE
INTRODUCTION
Background of the study
Nigeria, like other countries of the world, acknowledges that education is a vital tool for achieving national development. Education is the aggregate of processes through which human beings develop their abilities, special skills, attributes, and other behaviour patterns that are of value to the society in which they live (Fafunwa, 1996). The World Bank (2001) tends to agree with Fafunwa in one of its definitions of education as the development of knowledge, skill, ability or character by teaching, training, studying or experience. Education is not compartmentalized; its desire is total development of man. Education is not limited to knowledge acquisition. That is why Ezeokoli (1999) noted that teaching and learning should get a learner to become truly educated by cultivating the three ‘h’ namely head, heart, hand. In this context head, heart and hand signifies cognitive behaviour, affective behaviour and psychomotor behaviour respectively. Akande (2002) asserted that the purpose of teaching is to educate someone, which entails over-all development in the cognitive, affective, and psychomotor domain. Development in these three domains will aid students to have quality education.
Quality education can be explained as the extent to which education accomplishes the various roles ascribed to it in the National Policy of Education. Such roles include usefulness of education for employment, relevance to the developmental needs of the recipients as individuals and the society in which the individuals live and operate as citizens. With the introduction of the Policy on Education in Nigeria (FRN, 2004), the national educational goals which were derived from the philosophy of education include:
(a) the inculcation of national consciousness and national unity;
(b) the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society;
(c) the training of the mind in the understanding of the world around; and
(d) the acquisition of appropriate skills and the development of mental, physical and social abilities and competencies as equipment for the individual to live in and contribute to the development of the society.
The national education goals listed above cannot be achieved if the students are not taught and assessed. Teachers need to assess the students to ascertain if they have learned.
One of the functions of a school is the certification of the individual learner under its embrace (Idowu & Esere, 2009). To effectively carry out this role, assessment of one kind or the other is a prerequisite. Assessment is a means whereby the teacher obtains information about knowledge gains, behavioural changes and other aspects of the development of learners (Oguneye, 2002). It involves the deliberate effort of the teacher to measure the effect of the instructional process, as well as the overall effect of school learning on the behaviour of students. Assessment covers all aspects of school experience both within and outside the classroom. A synthesis of these definitions as reported by Ukwuije (2007) shows that educational assessment is a process of documenting, usually in measurable terms, knowledge, skills, attitudes, beliefs, practices or generally what behaviour a learner does or does not have, acquire or develop before, during, and at the end of instruction, or a course of study. It covers the cognitive, psychomotor as well as the affective aspects of learning.
| Project details | Contents |
|---|---|
| Number of Pages | 44 pages |
| Chapter one | Introduction |
| Chapter two | Literature review |
| Chapter three | methodology |
| Chapter four | Data analysis |
| Chapter five | Summary,discussion & recommendations |
| Reference | Reference |
| Questionnaire | Questionnaire |
| Appendix | Appendix |
| Chapter summary | 1 to 5 chapters |
| Available document | PDF and MS-word format |
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