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Assessing Factors Affecting the Implementation of Continuous Assessment in Rift Valley University College with Special Attention to Technical and Vocatıonal Educational Training (TVET) Programs at Adama Main Campus, East Shoa, Oromia Regional State, Ethio

Journal Name:

  • Middle Eastern & African Journal of Educational Research

Publication Year:

  • 2014

Key Words:

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This study was designed to assess factors affecting the implementation of continuous assessment in Rift Valley University College in reference to Technical and Vocational Educational Training (TVET) programs at Adama Main Campus, Eastern Shoa, Oromia Regional State, Ethiopia, East Africa. The samples used for the study consisted of 91 teaching staff (86 teachers and 5 technical assistants), 543 students from both faculties (Health and Business) were randomly selected from this private University College in Oromia Regional State, Ethiopia, East Africa. The instrument used for this study were questionnaires and unstructured observational checklists which was used for the collection of data, that were analyzed using frequency count, percentage, mean score, standard deviation and One Way ANOVA statistical tools. The major findings from health faculty teachers’ response were that (i) the provision for a typical student support from teachers (19%), more compatible faculties (30%), and more adequate teaching materials (40%) as measured by the Stepwise Regression analysis coefficient (R2). The t-value is significant for all the three factors mentioned in the analysis. It was also indicated by business, law and technology faculty teacher-response that High Qualification of teachers (42%), High Motivation of teachers towards Continuous Assessment (61%), and More Compatible Faculties (64%) as measured by the Stepwise Regression analysis coefficient (R2) were found to be major factors affecting the implementation of CA in RVUC. The t-value is significant for all the three factors mentioned in the analysis. However, the relationship is positive for high qualification of teachers and negative for both high motivation and more compatible faculties of the teachers.
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