@article{education20153618,
author={{O, Akanni Olubukola. and Bankole, Odofin},
title={Reducing Examination Malpractices in Nigerian Schools through Effective Continuous Assessment (C.A) Techniques as an Alternative to One- Shot Examination in Osun State, Nigeria},
journal={American Journal of Educational Research},
volume={3},
number={6},
pages={783--789},
year={2015},
url={http://pubs.sciepub.com/education/3/6/18},
issn={2327-6150},
abstract={The study assessed the usage of effective Continuous Assessment Techniques in reducing examination malpractices in Nigerian schools rather than the use of one shot examination in Ilesa East Local Government Area of Osun State, Nigeria. The population for the study were teachers (in training and service.) The purposive sampling techniques were used to select the schools and the stratified random samplings were used to select the samples. The samples included 200 participants, consisting 100 males and 100 females Year II students-teacher in training from Osun state College of Education Ilesa and teachers in service in secondary schools. The study used descriptive survey design. The instruments used were Students¡¯ Questionnaire on Effective Continuous Assessment Techniques (SQECAT) and the Secondary School Teachers Questionnaire on Effective Continuous Assessment Techniques (SSTQECAT). Two research hypotheses were formulated to guide the study. The hypotheses were tested using simple percentage and independent T-test statistical techniques. The results of the analysis showed that there is a significant difference in students¡¯ and teachers¡¯ adoption of Continuous Assessment (CA) as an alternative effective technique in reducing examination malpractices in Nigerian schools. On the basis of the results it was recommended among others that it would be better to adopt the effective and proper implementation of the techniques of Continuous Assessment in Schools as an alternative to one shot examination in Nigerian Schools which would help in reducing examination malpractices, make students work harder and make teachers become more innovative},
doi={10.12691/education-3-6-18}
publisher={Science and Education Publishing}
}