Action Research on Exploring the Effectiveness of Continuous Assessment on English Common Course in a Case of Plant Science Year I Students

  • Mr. Mihiretu Wakwoya Tolosa Researcher and Lecturer Department of English Language and Literature College of Social Sciences and Humanities Dambi Dollo University Dambi Dollo, Oromia, Ethiopia

Abstract

This action research was aimed mainly to investigate the effectiveness of continuous assessment in English common course in case of students of plant science first year program at shire campus. The study involved 55 (M =15, F= 40) students and 1 male English common course instructor as participant of the study. It also employed three data gathering tools: questionnaire, interview and document analysis.  Data obtained from these multisources were analyzed quantitatively and qualitatively in which case percentage and verbal description were used respectively. Hence, the finding indicates that there were no bolded theoretical and practical implementation gaps of CA among instructors and students. However, many impressing factors were found, which impede the implementation of CA. Among these, large number of students in a section, instructors’ workload, students’ attitudes toward CA, lack of specific criteria for checking subjective form of students’ assignment and project work were some. Generally, the study attempts to forward action to be taken to tackle the problem, such as lessen teachers’ workload, minimizing number of students in one section accordance with MEO policy, proposing clear-cut criteria for checking and giving feedback for subjective case assignments. Moreover, instructors need to motivate students to work or involve in CA as well as committed themselves to implement effectively that contributed to prove quality of education. Key words: Continuous assessment, effectiveness, exploring.

Published
2019-08-10
How to Cite
Tolosa, M. M. W. (2019). Action Research on Exploring the Effectiveness of Continuous Assessment on English Common Course in a Case of Plant Science Year I Students. IJOHMN (International Journal Online of Humanities), 5(4), 14. Retrieved from http://ijohmn.com/index.php/ijohmn/article/view/112