The researcher trained twelve (12) research assistants who under the supervision of the researcher administered the instruments on the subjects. The researcher sought permission from the principals of the selected schools, having obtained a letter of introduction from the International Centre for Educational Evaluation (ICEE). At the first week of the study, the researcher and the research assistants carried out the pre-test on all the students in the treatment and control groups. The Commerce Achievement Test, Students‘ Perception of Teacher-Student Relationship Scale, Commerce Self-efficacy Scales and Teacher-Students‘
Attitude to Learning Commerce Scale were administered on the students as the pre-test.
Implementation of the continuous assessment modes on the treatment groups started from the second week through the tenth week. Each of the treatment was assigned to a school in Ibadan North Local government Area and another comparable school in Akinyele Local Government Area respectively. The research assistants taught the students during the first and second lessons while continuous assessment for the cognitive and affective domains was conducted at every third lesson of Commerce. The test items on Classroom-based Continuous Assessment Mode Battery (CCAMB) were used to assess students in Treatment groups I and II. Feedback and remediation were provided for Treatment group I but feedback and remediation were not provided for Treatment group II.
Furthermore, the test items on Out-of-class based Continuous Assessment Mode
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Battery (OCAMB) were used to assess students in Treatment groups III and IV while feedback and remediation were given to Treatment group III alone. The test items on Classroom and Out-of-class based Continuous Assessment Modes Battery (COCAMB) were used to assess students in Treatment groups V and VI, while feedback and remediation were given to Treatment group V alone. In addition, Attitude to Learning Commerce Battery (ATLCB) was used to measure students‘ attitude to learning Commerce in all the groups except the control group while feedback and remediation were given to Treatment groups I, III and V. The continuous assessment was conducted on group I, II, III, IV, V and VI on weekly basis after each topic while it was conducted at the 5th and 8th week in the control group.
The research assistants marked and scored the students‘ continuous assessment scripts and attitude scale after which feedback and remediation were provided at the next lesson for Treatment group I (classroom based continuous assessment modes with feedback and remediation), Treatment group III (out-of-class based continuous assessment modes with feedback and remediation) and Treatment group V (classroom and out-of-class based assessment modes with feedback and remediation). Finally, the Commerce Achievement Test, Teacher-student Relationship, Commerce Self-efficacy Scales and Attitude To Learning Commerce Scale were administered on the students as post-test at the eleventh week.
For the teacher-guided peer assessment, the researcher and her research assistants guided the students to set the questions which one of the research assistants wrote on the board while the students took part in answering the questions. At the end of the exercise the research assistants directed the students to exchange their scripts. The research assistants also led them in providing the answers, which they used to mark their scripts after which they returned the marked scripts to the owners. Hence, feedback and remediation were jointly provided by the students and the researcher assistants.
89 3.10 Scoring of the instruments
The instruments in this study were scored as follows:
3.10.1 Classroom based Continuous Assessment Modes Battery (CCAMB)
The classroom based continuous assessment mode battery consisted of test which was a combination of fill in the gap and essay test items which were scored using marking scheme containing the keys (answers).
3.10.2 Out-of-class based Continuous Assessment Modes Battery (OCAMB)
The out-of-class based continuous assessment mode battery consisted of items which were scored using marking scheme containing the keys (answers).
3.10.3 Classroom and Out-of-class based Continuous Assessment Modes Battery (COCAMB)
The classroom and out-of-class based continuous assessment modes battery consisted of test items which were scored using marking scheme containing the keys (answers).
3.10.4 Student’s Perception of Teacher-Student Relationship Scale (SPTSRS) Always = 4 , Often = 3 , Fairly Often = 2 Not At All = 1.
For negative responses: Always = 1, Often = 2, Fairly Often = 3, Not At All = 4
3.10.5 Commerce Self Efficacy Scale (CSES)
ATM = Absolutely true of me, TM = True of me, FTM = Fairly true of me, NTM = Not true of me. Not true of me = 1, Fairly true of me = 2, True of me = 3 , and Absolutely true of me = 4. For negative responses: Not true of me = 4, Fairly true of me = 3, True of me = 2, and Absolutely true of me = 1
3.10.6 Attitude To Learning Commerce Scale (ATLCS)
ATM = Absolutely true of me, TM = True of me, FTM = Fairly true of me, NTM = Not true of me. Not true of me = 1, fairly true of me = 2, True of me
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= 3 , and Absolutely true of me = 4. For negative responses: Not true of me = 4, Fairly true of me = 3, True of me = 2, and Absolutely true of me = 1
3.10.7 Attitude To Learning Commerce Battery (ATLCB)
ATM = Absolutely true of me, TM = True of me, FTM = Fairly true of me, NTM = Not true of me. Not true of me = 1, Fairly true of me = 2, True of me
= 3 , and Absolutely true of me = 4. For negative responses: Not true of me = 4, Fairly true of me = 3, True of me = 2, and Absolutely true of me = 1
3.10.8 Commerce Achievement Test (CAT)
The achievement test was an objective test items with four options labelled A- D which shall be scored using marking scheme containing the keys (answers).