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AN EVALUATION OF TEACHERS ATTITUDE AND COMPETENCY TOWARDS IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1  BACKGROUND OF THE STUDY

Attitude is a hypothetical contract that represents an individual’s like or dislike. It can be a positive, negative or neutral view of a person to an object or events. According to the English dictionary “attitude is the position of the body or way of carrying oneself; posture’’. Also, according to the Marriam-Webster Dictionary, “Attitude is the way you think and feel about someone or something or a feeling or a way of thinking that affects a person’s behaviour”. According to Arcus Dictionary, “Attitude is a complex metal state involving beliefs and feeling and values and disposition to act in certain ways. It is also seen as a settled opinion to act or a way of thinking. Horbey (2001) states that attitude is the way you think or feel about a thin. Based on one’s attitude or feelings towards something, one is pre-disposed to behave in a particular way. Attitude is related to beliefs and also emotional feelings.

Attitude towards an event are particularly as important as the event itself when it comes to facing of constructively. Thus ones attitude towards objects when faced constructively can lead to better assimilation, understanding, enhance interest, self-confidence and optimum production with positive outlook to a career in such a field (Melgosa 2002). Attitude has been describe as one’s feeling, thought and predisposition to behave in some particular manner towards some aspect of the environment or as mental and neutral state of readiness, organized through experience, exerting a directive and dynamic influence upon the individual response to all objects or situation with which it is related (Mukherjee 1978).

Attitude, describe a tendency to re-act positively or negatively towards something. People behave in a certain way, depending on the situation that involves the object, idea, event or person.

Attitude has three (3) major components; cognitive, affective and behavioural or o9perational or psychomotor. The cognitive component provide knowledge about the object or the other person. The source of knowledge could be direct or indirect. The effective or evaluative component determines the feelings, either of like or dislike. The operational component includes a pre-disposition to re-act favourably or otherwise. Thus an attitude is a function of antecedent stimulus. Conditions and in turn, as determinant of observe behaviour that follows. When certain stimulus occurs, they result in attitude arousal, and in turn, the internal response consisting the aroused attitude may cause certain observable behaviour to occur. When the three (3) components are positively6 interconnected the individual has a positive attitude towards the object, person or situation. The reverse is also the case of the components are negatively interconnected. Attitude can also be seen as a form of appearance that an individual assumes to gain a  active an egostic preference, whether it is accepted, or manifestation of power or other self centered needs. Attitude may be considered as primitive attributes to the preservation of the self or of the ego. Evans (1955) opines that “it is generally accepted that attitudes are learned and the wide spread interest in the purpose bears witness to its importance in the modern world”.

The nature of the attitude of students towards implementation of continuous assessment needs to be studied to arrest the student negative attitude towards the implementation of continuous assessment because government has introduce it to access the students as part of their examination in the National Policy on Education (NPE) 6-3-3-4 system, so the attitude of students have to be influence towards the policy.

Continuous Assessment is the educational policy in which students are examined continuously over most of the duration of 

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