COLLEGE OF NATURAL AND COMPUTATIONAL SCIENCE

DEPARTMENT OF STATISTICS

A SENIOR RESEARCH ON ANALYSIS OF CONTINUOUS ASSESSMENT

EVALUTION METHODS, THE CASE DILLA UNIVERSITY

PREPARED BY: YEMEGNU AYALEW

ID RST-125/11

ADVISOR: DESALEGN PETROS (M.Sc.)

SUBMITED TO DEPARTMENT OF STATISTCS

1

MAY 2006

DILLA, ETHIOPIA

2

ACKNOWLEDGEMENT

First of all, I would like to say thanks almighty God for

being always with me in my entire end over and help me to

complete my study. Next I want to thanks to my family who

help me financially and materially through my life and study

at University. In collecting data several individuals and

organization have contributed to the successful completion

of this study. I would like to thanks them all for assisting

me during my study and writing this research project.

I am highly indebted to my advisor Mr.Desalegn Petros (M.Sc)

his continuous advice and encouragement through my research

work .At last but not least; I want to give heart full

thanks for all third year statistics students.

i

ACRONYMSGPA-grade point average

SPSS-statistical package for social science

ii

Table of ContentsACKNOWLEDGEMENT...................................iACRONYMS.........................................iiABSTRACT........................................iiiCHAPTER ONE.......................................11. INTRODUCATION..................................11.2. Statement of the problem...................21.3. Objectives of the study....................21.3.1. General Objective....................21.3.2. Specific Objectives...................2

1.4. Significant of the Study...................31.5. Scope of the study.........................31.6. Limitation of the study....................3

CHAPTER TWO.......................................42. Review of Related literature...................4CHAPTER THREE.....................................7

iii

3. METHODOLOGY....................................73.1. Study Area.................................73.2. Method of Data Collection..................73.3. Study Design...............................73.6. The study variables.......................103.7. Methods of statistical analysis...........113.7.1. Descriptive statistics.................113.7.2. Inferential statistics.................11

CHAPTER FOUR.....................................164.1 Analysis of descriptive statistics.........164.2 Inferential Statistics Analysis and Discussions....................................184.3 Logistic Regression Analysis and Interpretation.................................20

Classification Table.............................215. Conclusions and Recommendations...............245.1. Conclusions...............................245.2. Recommendation............................25

APPENDIX B.......................................29APPENDEX C.......................................32

ABSTRACT

This paper discusses the analysis on importance of continuous assessment

evaluation method in their department. Continuous assessment is regular

evaluation of course work done during the course, where the marks achieved

count towards the final result which may or may not include on examination.

Continuous assessment is important that places instructors at the centre of all

iv

performance assessment activities. Also, advantageous lies in its being guidance

oriented, to acquire knowledge, to share experience in time of course. In these

research paper questionnaires is a method of late collection and the data were

collected from first, second, third year’s students and instructors of statistics

departments in Dilla University. Stratified random sampling is used in sample

design and in each batch to allocate the size sample by proportional allocations.

Under results and discussion descriptive statistics and inferential statistics (chi-

square test, and Logistic regression) were used for analysis of data. Importance

of continuous assessment with Age not significant association between them,

and, GPA, accepting task related with continuous assessment, continuous

assessment gain knowledge ,using continuous assessment and showing the

continuous assessment result are significant association between them with

importance of continuous assessment.

v

CHAPTER ONE

1. INTRODUCATION

1.1Background of the study

Education should respond on global challenges of forming

information society in providing necessary background for

successful people living in the new knowledge based

information (wikipedia.org//wiki/edu).

Education is the base for the social, cultural and

technological development of a nation and its goal is

assisting the individual to achieve self actualization.

Assessment may be defined as any method used to better

understand the current knowledge that a student posses. This

implies that assessment can be simple teaching subjective

judgment based on single observations of student performance

or as complex as standardized test. The idea of current

knowledge implies that what student knows is always changing

and what we make judgments about student achievement through

comparisons over a period of time (Modaus and Kernighan,

1993 and AAIVOORT.VANDER et.al, 2002).

Continuous assessment is a regular evaluation of course cork

done during the course, where the marks achieved count

1

towards the final result which may or may not include on

examination. Continuous assessment is a system of giving to

students a final mark based on the work done during a course

of study rather than on one exam (Andrew D. and Frend M., 1999).

There are various advantages of continuous assessment. One

of the expected advantage of continuous assessment lies in

its guidance oriented, since it will involve data gathering

over long period of time, it will yield more accurate data

reaching the teacher early enough to modify instruction.

Another advantage that is places teachers at the center of

all performance assessment activities.

Continuous assessment also has advantages of monitor the

quality of education; identify program strengths and

weakness, mainly for student progress and others. The main

motivate this study is to know the importance of continuous

assessment is to make students effective in their study.

Therefore the problem of effectiveness of continuous

assessment among student is needed to investigate this

study. (Andrew D. and Frend M., 1999).

1.2. Statement of the problem

Even though continuous assessment is the most important in

country like Ethiopia, most of the students do not learn in

manner that is preferable and not results in a good academic

performance. The importance of continuous assessment is to

make students effective in their study. Therefore the

2

problem of effectiveness of continuous assessment among

student is needed to investigate this study and also it

includes:-

Do all the students know the importance of continuous

assessment?

Do the instructors motivate students when they are

doing homework, class work, quiz, assignment and

others?

Do the student provided with equal opportunist to

demonstrate what they know?

To know whether enough facilities are available to the

students or not?

To find out students attitude towards their importance

of continuous assessment?

Knowing students morale (enthusiasm) on continuous

assessments.

1.3. Objectives of the study1.3.1. General Objective

To know the importance of continuous assessment

evaluation method and how it makes students

effective in their learning process.

1.3.2. Specific Objectives

3

To identify the importance of continuous assessment

evaluation method.

To determine effectiveness of quiz, assignment,

group work, class work, exam and others it is

relevant or not for continuous assessment evaluation

method.

To know students self esteem and awareness towards

their importance of continuous assessment evaluation

methods.

1.4. Significant of the Study

This study is important to create awareness for the

students about continuous assessment evaluation method.

Investigate the solution for implementations of

continuous assessment in statistics department.

Also to encourage students to make decision about their

learning and access their own performance.

1.5. Scope of the study

The study would be cover the statistics department students

of three batches (year I, year II, year III) and Instructor.

Also, the study would be based on drawing sample from three

batches of statistics department students and instructor.

1.6. Limitation of the study

The effectiveness of the study being studied may be affected

4

by the inviolability of relevant currently published review

literature more over.

Shortage of time and finance allocated to carry out the

research on large scope.

Lack of recently available data on the topic of the

research.

Shortage of internet, computer reference materials and

etc.

Absence of reliable and published documents in the

study area.

Difficulty to get relevant data on the related topic.

CHAPTER TWO

2. Review of Relatedliterature

Assessment refers to the process of collecting, interpreting

and synthesizing information to aid indecision making - - -

(Airasian, 1991). (Modaus and Kernighan, 1993) stated that

assessment in the class room is highly based on teacher’s

observation of students as they go about normal learning

activities. It is a systematic development of test and or

examination, recording and interpreting.

According to far rant (1980); assessment in the process by

5

which the quality of learning is usually carried out by

teachers on the basis of impression gained as they observe

their pupils at work or by various kinds of tests is given

periodically. When practiced as an going process or on a

day-to-day basis such assessment is known as continuous

assessment. It an assessment system aimed at deriving

student’s final examination marks and based up on number of

previous assessment selected syllabus objectives.

Continuous assessment is being used increasingly as

alternative to terminal examination, because it provides

more reliable information than examinations. It builds up a

picture of pupils performance over a prolonged and

representative period to day schools and universities are

turning to continuous assessment where by records of the

students performance in nearly everything he/she does during

course are kept.

These records build up in to much more complete and

reliable assessment of the student than possible by a single

examination (Far rant, 1980) continuous assessment focus on

monitoring learning progress and diagnosing learning

difficulties while a teaching learning process is being

under taken. It ensures a healthy acquisition and

development of knowledge and skill of learners

It helps to identity learner’s needs problem in order to

take appropriate remedial measures in learning process.6

Profoundly stated that for assessment is formulation of an

individual’s strengths, we acts and potential it is mostly

used to guide earning the instructional process.

It provides ongoing feed back to the learning and teacher

regarding success. And failure in which specific learning

errors could be corrected failure in which specific learning

errors could be corrected and learner’s is motivated for

further learning a activates continuous assessment is a

system of for assessing student’s progress through out a

course of study as well as or is stead of by exanimation

(crow their so Nathan, 2006).

According to Espy module, 1996 continuous assessment helps

to provide pupils with meaningful feedback about their

module also stated continuous assessment helps to teachers

to adapt his/her instructions to the need of the learners

find out what know, understand and helps to control student

mistakes or miss understanding.

Continuous assessment of learners could be defend as

mechanism whereby the final shading of learners in the

cognitive, effective and psychomotor domains of learning

systematically takes account of all their performances

during given period of schooling (flay 10, 1986) Assessment

in the cognitive domain is isolated with the process of

knowledge and understanding The effective domain applies to

characteristics such as altitudes, motives, interests, and7

other personality traits.

Assessment in the psychomotor domain involves assessing the

learner’s ability to use his or her hands e.g. in hand

writing contraction and protects.

2. 1. Advantages of continuous assessment

One of the expected advantage of continuous assessment lies

in its being guidance oriented. Since it will involve data

slathering over a long period of time it will yield more

accurate data reaches early enough to modify instruction

this could play a vital role in diagnosing and remediating

areas of learner’s weaknesses if properly anchored in what

occurs in class rooms. Continuous assessment is an approach

that would capture the full range of learner’s performance

teachers and administrators could thus be able to assess

learner’s progress and would have time to correct the

problems. Another advantage of continuous assessment is that

it places teachers at the centre of all performance

assessment activities. It enwurages more teachers

participation in the overall assessment or grading of his

her learners As suggested by pair set al (1991) teachers

must be given opportunities to select and review assessment

so that they become involved and know led gable in the

process. Through this approach, teachers in to instructional

practice, Teachers will be expected to incorporate

8

assessment into the larger learning frame work and possibly

to provide evidence regarding holds assessment in to the

larger learning information is used to inform and guide

instruction for individual learners. According to Lewis

(1997), with continues assessment teachers must embed the

assessment in their instructions, score the assessments and

dies cuss standards’ for good learners work with colleagues,

parents and learners.

In general continuous assessment in higher education can

have among its goals.

Help students to organize their study throughout the

course.

Provide teacher with information on the students

progress and needs.

Provide useful feedback to the students.

Have a final mark which does not depend uniquely on the

result of a final examination.

Understanding the course through always study.

The students have high performance.

9

10

CHAPTER THREE

3. METHODOLOGY

3.1. Study Area

The study is conducted in Dilla University which is one of

the higher education level in Ethiopia. the history of Dilla

university can be traced back to the 1996 with its name with

collage of teachers ,education and health science .its

established in October 1996 by the government of Ethiopia

(council of ministers of regulation number 129)as autonomous

higher learning institution with its own legal status and

board governor with in short period since its establishment,

it gained national recognition particularly the quality of

high school graduate(www.dilla

university.edu.et//index.php/about).

3.2. Method of Data Collection

Primary source of data would be applied. Primary data would

be collected by self administered questionnaires. The self-

administered questionnaires contained closed and open ended

questions were organize. The self administered

questionnaires would be distributed to statistics department

students and instructors in Dilla University.

3.3. Study Design

The study would be conducted to analysis on continuous

assessment evaluation methods, the case of Dilla University11

department of statistics. The data would be collected by

using structured self administered questionnaire and

importance of continuous assessment.

3.4. Sampling Techniques

The target population would be all statistics department

students (regular) in three batches and instructors. In this

study stratified random sampling techniques will used.

Because the population in the study will be subdivided into

non-overlapping groups (strata). Therefore, the selection of

sampling can be performed independently in each of those

strata. So the nature of population forces to use stratified

random sampling techniques. Thus, the three batches students

of department of statistics were considered as:

Stratum-1=1st year statistics

students.

Stratum-2=2nd year statistics

students.

Stratum-3=3rd year statistics

students and

Stratum-4= 4 th instructors

(teachers)

3.5. Sample Size12

Determination

To determine the sample size we used simple random sampling

for proportions as follows:

The degree of confidence 95%, α =0.05, zα/2=z0.05/2=z0.025=1.96

Margin of error (d=5%=0.05)

Population proportion 50% since there was no prior

suggestion information

Since we select the stratified random sampling

techniques, the formula as follows .According to

(Cochran,1997, the sample size determination formula

written as :

n= V +

∑i=1

4 Wi2NiPiQi

Wi(Ni−1)

∑i=1

4 WiNiPiQi

Ni−1N

, then by this

formula n=90

V =

dZα2

2

2,is

the specified variance of the estimate.

Where wi =¿N, is the stratum weight, W1=

71270 , W2=

98270 ,

13

W3=88270 and W4=

13270

P1=p2, that is 0.5 and 1-p1=q1, 1-p2=q2

n1=n∗N1N

, n2=n∗N2N , n3=

n∗N3N and n4=

n∗N4N

, then

n1=90∗71270 = 24, n2=

90∗98270 =33, n3=

90∗88270 =29 and n4=

90∗13270 =4

Zα2, is the upperα2 point of standard normal distribution on

α=0.05 significant level. In normal probability table, Zα2=1.96.

d, is the absolute precision error. That is d=0.05 by

considering error minimizing

N =270 is total number of statistics department students and

instructors

N1=71 is total number of first year statistics students.

N2=98 is total number of second year statistics students.

N3=88 is total number of third year statistics students.

N4=13 is total number of instructors.

n=n1+n2 + n3+n4=24+33+29+4=90

14

n1=24 is the first sample from first year statistics

students

n2=33 is the second sample from second year statistics

students

n3=29 is the third sample from third year statistics

students

n4=4 is the fourth sample from instructors

i=4 is number of strata

The table: below shows summary of population and sample size

in each stratum

strata Ni ni

Strata I 71 24

15

Strata II 98 33

Strata III 88 29

Strata IV 13 4

Total N=270 n=90

3.6. The study variables

Independent variables: An independent variable is exactly

what it sounds like. It was the variable that stands alone

and is not changed by the other variables.

Independent variables:

Age

Using continuous assessments

Accepting task related continuous assessment

GPA

Continuous assessment gain knowledge

Continuous assessment result

Dependent variables: is something that dependent on

other factors. It responds to the independent variable

because it depends on the independent variable.

Dependent variable

Important of continuous assessment evaluation

methods.

16

3.7. Methods of statistical analysis

After we collect the data editing, cleaning, correcting

and summarizing the appropriate data the available data

would be transformed in to reliable and useful

information with the help of the following methods of

analysis as follows: Among many statistical analysis

descriptive statistics and inferential statistics like

chi-square test, and logistic regression are going to be

used for this study.

3.7.1. Descriptive statistics.

Descriptive statistics was a type of analyzing statistically

recommended data’s that contains description like

percentages, tables and charts. Descriptive statistics also

was collection, organization, summarization and presentation

of data in meaningful form by using table, chart and graphs.

It may computed by the measure of central tendency (mean,

median and mode) and measures of variation (range, variance,

maximum, minimum etc).

3.7.1.1. Bar-chart: - Horizontal rectangles (bars)

chart in which the length of a bar is proportional to the

value (as measured along the horizontal axis) of the item

(entity or quantity) it represents. Also called bar graph,

it was used commonly to compare the values of several items

in graph at a given point in time.

17

3.7.1.2. Cross tabulation: - cross tabulation tables

(contingency tables) display the relationship between two or

more categorical (nominal or ordinal) variables. The size of

the table is determined by the number of distinct values for

each variable, with each cell in the table representing a

unique combination of values. Numerous statistical tests are

available to determine whether there is a relationship

between the variables in a table.

3.7.2. Inferential statistics.

Inferential statistics like Chi-square test applied to see

the significant association between two categorical

variables. This part contains inferences about the sampled

students: such as hypothesis testing.

It is the procedure by which we reach a conclusion about

population on the information contained in the sample drawn

from that population.

3.7.2.1. Chi-square test

A chi-square distribution is a function of its degree of

freedom. This distribution is skewed to the right and the

random variable can never take a negative value. The chi-

square test statistics is given as:

χ2cal=∑

i=1

r∑j=1

c (Oij−Eij )Eij

2

18

Where, Eij

= the expected frequency corresponding to (i,j )th

and

Oij= Observed frequency.

The Testing procedure for independence

test

Step1: State the null

hypothesis.

Ho: There is no significance

association between two variables

H1: Not Ho

Step2: Determine α-level of

significance.

Step3: Testing statistics.

χ2cal=∑

i=1

r∑j=1

c (Oij−Eij)Eij

2

The degree of freedom associated with contingency table

possessing r-rows and c- columns=(r-1) (c-1).

Step4: Finding the critical value, x2(r-1) (c-1)

19

Step5: Decision rule

We reject Ho if χ2cal

greater than χ2tab

or if p-

value less than level of significance, α otherwise we accept

Ho.

Step6. Conclusion based on the decisions

Assumption of chi-square

The sample must be randomly selected from the

population.

The population must be normally distributed for the

variable understudy.

The observation must be independent of each other.

The chi-square value increased with increased of degree

freedom.

20

3.7.2.3. LOGISTIC REGRESSION ANALYSIS

Logistic regression is used when the regressed, the dependent

variable or the response variable is qualitative in nature or

categorical. Qualitative response variables are either binary or

dichotomous variable or multiple categories. Binomial or binary

logistic regression is the form of regression which is used when

the dependent variable is dichotomous and the independent

variables are of any type.

Multinomial regression can handle the case of dependent variables

with more than two classes.

Logistic regression can be used to predict dependent variables on

the bases of continuous and (categorical independent variables)

and to determine the present of variance in the dependent

variable explained by the independents: to rank the relative

importance of independent variables to assess the interaction

effect and to understand the impact of Covariate control

variables. Logistic regression models are special cases of

generalized linear models (GLMS) for binary data.

The regression model when the dependent variable is

quantitative, our aim (objectives to estimate the expected or

(mean) value given the values of the regresses E (yi/xi….xk). But

in logistic regression, our objective is to find the probability

of some think happening (probability of success). Logistic

regression is used in varies areas of social science.

21

Sometimes condition may favor not to have a quantitative

dependent variable rather has a qualitative dichotomous dependent

variable assuming only two values. Yes or no, absence or

presence, true or false and soon. In such case an appropriate

methodology, for this type of empirical study is the logistic

regression.

Binary logistic regressions considers the collection of k-

independent variable which will be denoted by the vector

X=(x1, x2…xk) now, left the condition probability that the

outcomes of interest in the study present be denoted by P(y=1x=x) =P(x), the binary logistic regression

given by the equation g(x) = α+b1X1+b2X2+……. +bi Xi

The odds of in favor of success for the multivariate logistic

regression would be

Model: Ln ( p1−p) = exp (

β0+β1X1+β2X2+…....+βiXi)

Where p: the probability of success (probability of

some thing happened).

1-p: is the probability of failure.

β0: the constant term

βi: Coefficients of independent

22

variables.

Xi: independent variable.

Ln= natural Logarithm

base (e=2.718)

The ratio of probability success to probability of failure is

p/1-p is odd ratio of success.

EXP (βi) where j=1, 2 …k is a factor by which the odds of

occurrence of success change by unit increase in the jth

independent variables.

If L=ln¿ ) is positive, it means that the value of the

repressor(s) increases the odds that the regress and equals

1(meaning that some event of interest happens) increases.

If L= ln¿is negative, the odds that the regress and equal 1

decrease as the value of x increases.

Assumptions of logistic regression

Logistic regression does not assume a linear

relationship between the dependent variable and

independent variable.

The dependent variable need not be normally

distributed (does not assume) its distribution is

within the range of the exponential family such as

normal, poison, binomial and gamma.

23

The dependent variables need not be homoscedasticity

for each level of independent variables that is there

is no homogeneity of variance assumption.

Normally distributed error terms are not assumed.

24

CHAPTER FOUR4.1 Analysis of descriptive statistics

Table 1. Frequency table

variable level frequency percent

Accepting task related with continuous assessment

yes 72 80

no 18 20

age 19-22 63 70

23-26 24 26.7

27-30 3 3.3

Using continuousassessment

always 41 45.6

sometimes 43 47.8

never 6 6.6

continuous assessmentresult

yes 71 78.9

no 19 21.1

GPA yes 76 84.4

no 14 15.6

25

Continuous assessmentgain knowledge

yes 70 77.8

no 20 22.2

The results in the table shows 72(80%) and 18(20%) accepting

the continuous assessment evaluation methods and do not

accepting the continuous assessment evaluation methods

respectively .there were proportionately more accepting the

continuous assessment evaluation methods than accepting the

continuous assessment evaluation methods from 270 samples.

The result in table shows the ages were grouped as, 19-22,

23-26, and 27-30.almost above half of the respondents ages

were the group of 19-22 that is70%.

The result in the above table show that 6(6.7%) do not know

about the importance of continuous assessment and do not

using continuous assessment evaluation methods .therefore

84(93.3%)to know about importance of continuous assessment

and using continuous assessment evaluation methods.

The results in the table show that 71(78.9%) teachers show

the continuous assessment result on time for their student

and 19(21.1%) teachers does no show the continuous

assessment result on time for their student.

The results in table show that 76(84.4%)of respondents say

that continuous assessment is important on success of his

/her GPA and14(15.6%) respondents say that continuous

26

assessment is not important for success of GPA .From this we

concludes that most part of student’s success in GPA by

taking continuous assessment.

The results in the table show that 70(77.8%)of respondents

say that continuous assessment gain knowledge and20(22.2%)of

respondents say that continuous assessment is important to

gain knowledge.fro most of student gain knowledge by taking

continuous assessment.

4.2 Inferential Statistics Analysis and Discussions

Inferential statistics deals with making inference or conclusion

population based on the data obtained from the sample

Table 2: Chi-square test of association between importance of

continuous assessment evaluation methods and explanatory

variables

variable Pearson Chi-

Square

df p-value

Accepting task related

with continuous assessment18.000a 1 .000

Age 0.9289a 1 .62927

Using continuous

assessment1.153a 2 .562

continuous assessment

result1.615a 1 .204

GPA 13.263a 1 .000

Continues assessment gain

knowledge14.863a 1 .000

Chi-squared test of association between importance of continuous

assessment evaluation methods and Accepting task related with

continuous assessment

HO: there is no association between Accepting task related with

continuous assessment and importance of continuous assessment

evaluation method.

H1: there is association between Accepting task related with

continuous assessment and the importance of continuous assessment

evaluations method.

Decision: from the output, we can decide whether accepting or

rejecting HO.

This depend on p-value and α=0.05 level of significance .since,

p-value=0.000, which is less than α=0.05, so there is evidence to

28

reject the null hypothesis.

Interpretation: from decision rule we can conclude that there was

association between importances of continuous assessment

evaluation method.

Chi-square test of association between importance of continuous

assessment and GPA

HO: there is no association between GPA and importance of

continuous assessment evaluation method.

H1: there is association between GPA and importance of continuous

assessment evaluations method.

Decision: from the output, we can decide whether accepting or

rejecting HO.

This depend on p-value and α=0.05 level of significance .since,

p-value=0.000 which is less than α=0.05, so there are enough

evidence to reject the null hypothesis.

Interpretation: from decision rule we can conclude that there was

association between importance of continuous assessment

evaluation method and GPA.

HO: there is no association between Continuous assessment gain

knowledge and importance of continuous assessment evaluation

method.

29

H1:there is association between Continuous assessment gain

knowledge depending on the importance of continuous assessment

evaluations method.

Decision: from the output, we can decide whether accepting or

rejecting HO.

This depend on p-value and α=0.05 level of significance .since,

p-value=.000 which is less than α=0.05, so there are enough

evidence to reject the null hypothesis.

Interpretation: From decision rule, we can conclude that there

was association between importance of continuous assessment

evaluation method and Continuous assessment gain knowledge.

General Interpretation of chi-square.

There was significant association was found between importance of

continuous assessment and the explanatory variable: accepting

task related with continuous assessment, GPA and Continues

assessment gain knowledge are associations between them. Because

the asymptotical significant value of tests results was rejected

level of significance ( = 0.05). However, significant

association was found between the response variable of importance

of continuous assessment and the explanatory variable:

4.3 Logistic Regression Analysis and Interpretation

Variable under study are:-

30

Dependent variables: - Importance of continuous assessment

evaluation methods (yes, no).

Independent variables: - accepting task related with

continuous assessment, GPA and Continues assessment gain

knowledge The general model for logistic regression:

lny= ßo +ß1 x1+ß5x5 +ß6x6

Where: - x1=accepting task related with continuous

assessment of respondents.

X5= GPA of respondents.

X6= Continuous assessment gain knowledge

ßo=constant of the model.

ß1, ß5, ß6 coefficients of the model

respectively.

Classification Table

Observed Predicted

Importance of continuousassessment evaluationmethod

PercentageCorrect

Step 0 Importance of

no yes

no 0 15 .0

31

continuous assessment evaluation method

Overall Percentage

yes 0 75 100.0

83.3

From the above table total of 90 of respondents those who answer

the question correctly on importance of continuous assessment

evaluation methods. That means 100% of the model prediction was

correct. According to the expected data 83.3% of the model

prediction was correct.

Omnibus Tests of Model

Coefficients

Chi-

square df Sig.

Step

1

Step 33.208 4 .000

Bloc

k33.208 4 .000

Mode

l33.208 4 .000

From above table since the p-value is less than level of

significance value (α=0.05) we reject the null hypothesis which

32

state that the model coefficient are zero (step1 НО: βi=0 vs.Н1:

βi≠0). Thus, we can conclude that at least one coefficient is

different from zero.

Model Summary

Step

-2 Log

likelihoo

d

Cox &

Snell R

Square

Nagelkerk

e R

Square

1 36.747a .389 .655

From the above the Nagelkerke R Square was 65. 5% indicate that

explanatory variables were useful in importance of continuous

assessment evaluation method.

Table 6: Hosmer and

Lemeshow Test

StepChi-square df Sig.

1 1.111 4 .892

From the above table the Hosmer and Lemeshow goodness of fit test

statistic is greater than 0.05 ,we cannot reject the null

hypothesis that there is no difference between observed and model

predicted value implying that the model estimates are adequate to

fit the data at an acceptable level

33

Variables in the Equation

B S.E. Wald df Sig. Exp(B)Step 0 Consta

nt 1.609 .283 32.379 1 .000 5.000

Table 8: odds ratio of importance on continuous assessment

evaluation method with variable;sex, GPA and continuous

assessment gaining knowledge.

Variables in the Equation

B S.E. Wald df Sig. Exp(B)

95.0% C.I.forEXP(B)Lower Upper

Step 1a x1(1) 2.938 .876 11.246 1 .001 18.876 3.390 105.107

x4(1) .214 .946 .051 1 .821 1.238 .194 7.912x5(1) 1.621 .824 3.872 1 .040 5.056 1.006 25.400x6(1) 2.502 .872 8.228 1 .004 12.202 2.208 67.416Constant -3.289 1.269 6.723 1 .010 .037

a. Variable(s) entered on step 1:

x1=accepting task related with

continuous assessment,

x4=age,x5=GPA and

x6=continuous assessment gain

knowledge

34

Interpretation: according to the odds ratio:

The model fitted is

lny=-3.289+2.938x1+0.214x4+2.502x6

For accepting task related with continuous assessment of

respondents

lny=-3.289+2.938x1from the above output table since p-value

0.001 is less than α =0.05, I conclude that β1 has significance

effect; this implies that accepting task related with continuous

assessment the has significance effect on importance of

continuous assessment evaluation method. For the accepting task

related with continuous assessment, β1=2.938, then a unit of

change x1 for of respondents the odds of importance of continuous

assessment evaluation method by exp (β1) = 18.876. Importance of

continuous assessment evaluation method is affected by accepting

task related with continuous assessment.

For GPA of respondents

lny=-3.289+1.621x5from above output table since p-value 0.040is

less than α =0.05, I conclude that β2 has significance effect;

this implies that the GPA has significance effect on importance

of continuous assessment evaluation method. For the GPA,

β5=1.621, then a unit of change x5 for GPA of respondents the

odds of importance of continuous assessment evaluation method by

exp (β5) =5.056. Importance of continuous assessment evaluation

35

method is affected by GPA

For Continuous assessment gain knowledge

lny=-3.289+2.502x6from the above output table since p-value 0.004

is less than α =0.05, I conclude that β6 has significance effect;

this implies that the Continuous assessment gain knowledge has

significance effect on importance of continuous assessment

evaluation method. For Continuous assessment gain knowledge the,

β3=2.502 then a unit of change x6for Continuous assessment gain

knowledge of respondents the odds of importance of continuous

assessment evaluation method by exp (β6) =12.202 importance of

continuous assessment evaluation method is affected by Continuous

assessment gain knowledge.

Table 8.Dependent variable coding shows the importance of

continuous assessment evaluation method

CHAPTER FIVE

5. Conclusions and Recommendations

5.1. Conclusions

The main objective of this study was to know the importance of

continuous assessment evaluation method and how it makes students

effective in their learning process. The results and conclusion

of the study lead to the following conclusions.

Based on the analysis cereals and grains of the continuous

36

assessment was important to acquire knowledge, to create good

academic performance and to share experience. It was important

for success of student results. Almost 83.3 % the respondents

know the importance of continuous assessment and 16.7 %

respondents do not know the importance of continuous assessment.

The importance of continuous assessment was that all students

must study daily and participate in different exercise that given

from instructors and different book from library and also

somebody participate with his/her friends to do such exercise and

so that students develop his skills and do more things. important

of continuous assessment with age, continuous assessment result

and using continuous assessment with importance of continuous

assessments are not significant association between them and

important of continuous assessment with accepting task related

with continuous assessments, GPA and continuous assessment

gaining knowledge on success of result are significant

association between them. In general, it can be conclude that

continuous assessment is important in much area for creating good

performance among students and instructors.

37

5.2. Recommendation

Predictor variable such as accepting task from continuous

assessment, age, showing the continuous assessment result, using

continuous assessment, GPA and continuous assessment gaining

knowledge were affects on the importance of continuous assessment

shown in previous. Based on the study results, the researcher

would like to forward the following recommendations.

Creating the means by which students and instructors to

implement continuous assessment and the impact or important of

continuous assessment not all covered in this paper or study. Now

a day the method has got great attention in the continuous

assessment. But necessary aids are not found sufficiently yet.

The researcher also recommends that all the students and

instructor to solve the problem and implement continuous

assessment more in the university. Finally the researcher gets

great satisfaction from this research.

38

Reference

AAIVOORT.VANDER et al,(2002). Learning potentialassessment and cognitive training. JAI, Netherland.

Bluman Allan. G, (1978). Elementary statistics (3rd

edition) New York.

Cochran, W.G, (1977). Sampling technique (3rd edition)John Wiley and Sos.inc

New York.

Encyclopedia of education research R.C.Meshra.A.P.H Publishing corporation

New Deshi-11002 value 1 and 2, 2005, 149-209, 254-271.

(George W.Sedeur and William, G. Chochrum,1989).statistics method (8th

39

edition). Black well USA.

(http://en. Wikipedia. Org//Wiki/education).

(htt//www.Google . com .et) .

(Andrew D. And Frend M. 1999) the oxford pocket schooldictionary.

The Word Book Encyclopedia, Volume 6.C.R.Hiks (1982), Fundamental concept in the Design ofexperiments, 3rd edition, John Wiley and Sons.John Wiley and Sons (1997). Cochran Sampling Technique 3rd

edition New York Gupta.Snedecor and Cochran (1980): statistical methods 7th

edition. IOWA: IOWA state university press. Thoradik eetal,1977,Ebel,1997,Orahlund,1981,ogunniy,1984. Favoring the above view, Jones and Brag (lifted in lemonadeand (John R, 1991) (Aeration, 1991) and (Demo, 1

R. Layman (1895). An introduction to statistical methodand data analysis.

Andrew D.and Frend M., (1999)

Crow their So Nathan, 2006

APPENDIX A

40

DILLA UNIVERSITY

College of Natural

Science

Department of

statistics

The purpose of this questionnaire is to know the analysis on

importance of continuous assessment evaluation method; the case

of Dilla University, department of statistics. Your frank and

genuine response is handy for the successful completion of the

study and your response will be kept confidential. Dear

respondents please, response to the questions by making a tick

(x) in the boxes and and write short respond on the blank

space.

I. To be filled by students

1. Sex. Male Female

2. Age 19-22 23-26 27-30

3. Do you know about continuous assessment evaluation method?

Yes

No

4. Do you think that continuous assessment is important to

acquire knowledge, to create good academic performance?

41

Yes

No

5. Do you volunteer to do you when your instructor gives quiz,

test, and class work, assignment in group or individual?

Yes No

6. How often do you teachers use continuous assessment like

quiz, home work, test and assignment?

always sometimes

never

7. Do teachers show the continuous assessment result on time?

Yes

No

8. Does the continuous assessment is important on success of

your GPA?

Yes

No

9. If you answer for question number “8” is no why say not

…………………………………………………………………..

10. Do you think that continuous assessment is important

for gain enough knowledge on the course you take?

Yes No

11. Do you prepare yourself for taking continuous

42

assessment?

Yes

No

12. Education level (year) 1st 2nd

3rd

APPENDIX B

43

Dilla

University

College of

Natural Science

Department of

statistics

The purpose of this questionnaire is to know the analysis on

importance of continuous assessment evaluation method; the case

of Dilla University, department of statistics. Your frank and

genuine response is handy for the successful completion of the

study and your response will be kept confidential. Dear

respondents please, response to the questions by making a tick

(x) in the boxes and and write short respond on the blank

space.

I I. To be filled by teachers

1. Sex. Male Female

2. Age (in full year)……………………………………………

3. Do you know about continuous assessment evaluation method?

Yes No

44

4. Do you think that continuous assessment is important to

acquire knowledge, to create good academic performance?

Yes No

5. How do you express the interest of students towards

continuous assessment?

Very good Good Fair

Not good

6. Do you do the continuous assessment evaluation method?

Yes No

1 Do you give quiz, class work, test and assignment in group

or individual?

Yes

No

2 Do you show continuous assessment result on time to your

students?

Yes

No

3 Do the continuous assessment is important on success of

your students GPA?

Yes

No

10. If you answer for question number “9” is “no” why say

not why? 45

……………………………………………………………………

Thank you for your cooperation!!!

46

APPENDEX C

Dependent Variable

Encoding

Orig

inal

Valu

e

Internal

Value

no 0

yes 1

47