IMPACT OF CONTINUOUS ASSESSMENT ON PRIMARY EDUCATION STUDENTS’ ATTITUDE TOWARDS LEARNING IN TERTIARY INSTITUTIONS IN ANAMBRA STATE
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study investigated the influence of continuous assessment (CA) on primary education students' attitudes towards learning in tertiary institutions in Anambra state.The study assessed various factors such as CA practices, resource availability, and student-lecturer ratios.The study employed a descriptive research design.A questionnaire with 40 items, validated by experts, was used.Distribution of the questionnaire was facilitated through virtual platforms namely Google online survey system, shared across WhatsApp, Instagram, Facebook groups, and other social media channels.A total of 63 correctly filled questionnaires were received, extracted from the Google platform, and transferred to Microsoft Excel for coding.Subsequently, the coded variables and data were analyzed using SPSS software, employing mean and standard deviation calculations.Findings reveal that CA positively impacts students' attitudes by providing regular feedback, promoting self-awareness, and reducing test anxiety.However, challenges such as resource scarcity, time constraints, and high studentlecturer ratios hinder effective CA implementation.The study emphasizes the importance of collaborative efforts from educational stakeholders to address these challenges and enhance the positive impact of CA on student learning experiences.Further research is recommended to explore additional factors influencing students' attitudes towards learning in tertiary institutions.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it