CORRELATION BETWEEN CONTINUOUS ASSESSMENT AND FINAL EXAMINATION PERFORMANCE: THE CASE OF LAND LAW AND ADMINISTRATION COURSE
DOI:
https://doi.org/10.35631/IJEPC.1163022Keywords:
Academic Performance, Assignment, Continuous Assessment, Final Assessment, Final Examination, Land LawAbstract
Previous scholars have revealed various findings regarding the correlation between continuous assessment and the final examination performance. Some research findings showed that continuous assessment are positively correlated with the final examination performance in various courses. However, the research on the correlation between continuous assessment and the final examination performance in law-related courses is limited especially for the Town and Regional Planning programme. Hence, the aim of this research was to examine the correlation between continuous assessment and the final examination performance in the Land Law and Administration course. This law-related course was chosen because it is thought to be challenging for non-law students, specifically those in the Town and Regional Planning programme. This research utilised a quantitative approach by using records of marks of two continuous assessments which are the first assignment, second assignment and one final examination. The data were analysed using Pearson correlation analysis as embedded in the IBM SPSS Statistics software. The Pearson correlation results reveal that the first assignment shows a positive correlation with the final examination performance, but its correlation was too weak (r = 0.195, p = 0.362 (p > 0.05)). Besides, the second assignment shows a positive correlation with the final examination performance, but its correlation was too weak also (r = 0.069, p = 0.750 (p > 0.05)). Moreover, the second assignment has a weaker correlation compared to the first assignment. This research concludes that the continuous assessment which consist of both assignments merely show too weak correlation with the final examination performance. These findings provide useful guidance for educators and curriculum planners seeking to achieve good academic performance both in continuous assessment and the final examination. Hence, further research should be carried out to investigate the suitability of continuous assessment components and factors contributing to poor performance among the students in the final examination.
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