CHAPTER ONE

INTRODUCTION

1.0   Introduction

According to Tambo (2012), evaluation is the systematic process of judging the worth, desirability, effectiveness or adequacy of something according to defined criteria and purpose.  Sequential evaluation as a method of evaluation was introduced due to the weaknesses of the preceding system of evaluation thus greatly affecting the learning outcome of students. Learning is the relatively permanent change in the behaviour of a student which is not as a result of drugs or accident.

Sequential evaluation is the method of breaking the school year into six teaching sequences of assessing and evaluating student’s base on what has been taught, Tambo (2012). The study in question dwells on sequential evaluation and its effects on teaching and learning.  The introductory chapter of this study has been organized under the following sub topics: Background of the Study, Statement of the Problem objectives of the study, significance of the Study, Scope or Delimitation of the study and research questions

1.1   Background of the Study

Evaluation is indispensable in education because it is through evaluation that a teacher can judge the growth and development of students, the changes taking place in their behavior the progress they are making in the class and the effectiveness of his own teaching in the classroom. As such evaluation is an integral part of the teaching and learning process.

A generic definition of evaluation is, “the systematic process of judging the worth, desirability, effectiveness or adequacy of something according to defined criteria and purpose”. Tambo (2003) It includes obtaining information which could be quantitative or qualitative for use in judging the worth of a program through taught, procedure, subjects, curriculum or objectives designed to attained specific objectives.  According to Wise, et. al. (1997) a well designed teacher evaluation procedure provides an important communication link between the school systems and teachers.  It achieves this by specifying the conditions of teachers work and by helping the school system to structure, managed and reward the work of its teachers.

Three types of evaluation are used in the classroom. These include summative, formative and diagnostic evaluation.

Formative evaluation which assessment of the process as it is being evaluated.  It equally provides the teacher continues feedback that leads to some modification regarding the efficiency of his/her teaching method so that he/she can improve. Formative evaluation permits the designers, learners and instructors to monitor how well the instructional goals and objectives are met., Savage(1995).Its main purpose is to catch deficiencies so that the proper learning interventions can take place and allow the learners to master the required skills and knowledge.

Summative evaluation (external) is a method of judging the worth of a programme at the end of the activities (summation). The focus is on the outcome. Assessments can be summative (have the potential to serve a summative function), but only some have the additional capability of serving formative functions, Scriven (1967).

Sequential evaluation as a method of evaluation is a tool used to help teacher’s judge whether a curriculum or instructional approach is implemented as planned. It is introduced to improved instruction, student’s successes and explains instructional programs. It is also for teachers to determine whether students learn what they are set out to teach and how they can make improvements to the curriculum and teaching methods, Mbua (2005)

The educational system in Cameroon has been experiencing a lot of changes, one of which is the sequential method of teaching, learning and evaluation in secondary schools in Cameroon. This method was created by ministerial Decree No 2005 / 139 of April 2005 and later implemented during the 2005 / 2006 academic year.

1.2 Statement of the Problem

The main purpose of evaluation is mainly to improve on the learning and teaching process of the students and teachers respectively. As such, the putting in place of a ministerial decree No 2005/139 of April 2005 in Cameroon concerning evaluation was expected to improve on the learning process of students on the one hand, and the teaching process on the other hand.

It is observed that, despite the introduction and implementation of this ministerial decree No 2005/139 of April 2005, on evaluation in Cameroon it is alleged that evaluation is  still not fully implemented in our secondary schools as academic performance in our secondary schools is relatively low as reflected by the drop in GCE examination in the past years.

It has been observed that teachers use different method of evaluation which they think is best for them because they think sequential evaluation is not the best method of evaluating student’s academic performance (GCE board).  This study therefore sets out to investigate the extent to which sequential evaluation has impacted on the learning and teaching process in secondary schools.

1.3 Objectives of the Study

The main purpose of this study is to examine the impact of sequential evaluation on teaching and learning in secondary schools in the Buea municipality.  Specifically, the study has the following objectives;

Specific Objectives

1. To investigate if sequential evaluation is actually practice in secondary schools.
2. To determine the various methods of sequential evaluation in secondary schools in the Buea municipality.
3. To determine the effectiveness of sequential evaluation in secondary schools
4. To determine if sequential evaluation has an impact on student’s performance.
5. To make recommendations on how sequential evaluation can be improved.