THE CORRELATION OF FEEDBACK FROM CONTINUOUS ASSESSMENT AND STUDENTS' SKILL ACHIEVEMENT MOTIVATION IN THE COLLEGE OF EDUCATION, WARRI

Abstract

The Study examined the relative effect of feedback of continuous assessment on students' skill achievement motivation in Secretarial Education. The study adopted a quasiexperimental design. Three research hypotheses were raised. To gather necessary data for the study, a well structured Test Assessment of 30 items was designed and administered on the sample size of 40 persons from Secretarial Education Department in College of Education, Warri. The data generated were analysed using Z-Test and Chi-Square. Findings revealed that there significance difference between students' skill achievement motivation exposed to feedback from continuous assessment and students' achievement motivation not exposed to feedback from continuous assessment. It also revealed that the mean score of students exposed to feedback from continuous assessment is significantly higher than the mean score of students not exposed to feedback from continuous assessment and that there is significant relationship between competency-based Continuous Assessment and Quality Assurance. Based on the findings, it was recommended that feedback of Continuous Assessment should be placed as an utmost priority in developing students' strength and weaknesses in skill acquisition. Also 70% of the major skills relating to Secretarial Education should be keyed into the Assessment Test.