Skewness And Comparability Of School Based Continuous Assessment Scores

Vol. 7 No. 2

Year: 2011

Issue: Sep-Nov

Title: Skewness And Comparability Of School Based Continuous Assessment Scores 

Author Name: Gbore, L.O, Abe, T.O. , Adodo. S.O 

Synopsis: 

This study examined skewness as means of determining the nature of distribution of school based continuous assessment (SBCA) scores in selected subjects among Secondary Schools in Ondo State, Nigeria, to determine whether or not there is need for moderation of the SBCA Scores. This is an ex-post-facto research design involving no treatment and nonmanipulation of subjects but collection of data from records. Cluster sampling techniques was used to select ten schools from three senatorial districts in Ondo State. Simple random sampling technique was employed to selected one thousand five hundred Senior Secondary Students. This comprised 500 students per subject (one hundred and fifty students per school which was made up of 50 students per subject in each school). The SBCA Scores for year 2005/2006 —2007/2008 for the selected school formed the data for the study. Data collected were analysed using Coefficients of Skewness and Pearson Product moment Correlation Statistic. Results indicated that SBCA Scores for first year in English language, first, and third year in Mathematics were positively skewed while SBC Scores for second and third year in English Language, Second year in Mathematics and first, second and third year in Biology showed negative Skewness. There was significant relationship between coefficients of skewness of school based continuous assessment (CSBCA)Scores of first and second year in English Language, Mathematics and Biology. There was no significant relationship between CSBCA scores for first and third year in Mathematics and between CSBCA scores for second and third year in Biology. Based on the findings of the study, some recommendations were made.