CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Academic result serves as feedback on the assessment of students performance on subject or course examination .Feedback that is both affirming and corrective is necessary for people to learn . Defined as information on the results of one's efforts, feedback that is clear, specific and timely motivates students to improve. Since feedback is most often connected to grading that follows assigned work or assessment activities, Walvoord and Anderson , say that grading "...encompasses tailoring the test or assignment to the learning goals of the course...offering feedback so students can develop as thinkers and writers, communicating about students' learning to appropriate audiences, and using results to plan improvements in the classroom" Thus assessment provides feedback for both learners and teachers. Conversely, the absence of prompt useful feedback reduces interest in learning. When instructors provide students with prompt feedback followed by discussion of incorrect responses, they are using one of the most powerful predictors of positive student outcomes. Walberg's meta-analysis of studies of educational interventions that had the greatest impact on student achievement in K-12 classrooms, found that instruction that incorporated feedback and correctives was one of most potent A few years later, higher education began focusing on giving prompt feedback as one of its "Seven principles for good practice in undergraduate education" . The authors explain, "Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses" . Most recently, study of the human brain suggests that we are biologically wired to seek and use feedback
It is imperative to note that If students are to benefit from feedback, it must not only be timely and frequent, but also useful for improving performance by addressing three areas: what students did well, what students need to improve on, and how to make this improvement. Feedback can take a variety of forms: formative,summative, individual,group, written,coded comments, and charts and rubrics of essential characteristics of assignments. Although giving detailed feedback is important, it may be even more important to give it in a timely manner . However it is pertinent as well toencourage students to carefully read and use feedback.The research intends to provide analysis of timely release of result and its effect on academic performance of student in business education.
1.2 STATEMENT OF PROBLEM
Timely release of academic result has incessantly been an issue of concern not only to students but to the larger academic society.Delay in the release of result reduces the moral of students and overall academic performance.The problem confronting this research is to determine timely release of result and academic performance of students in business education
1.3 RESEARCH QUESTION
1 What is the nature of academic result
1.4 OBJECTIVE OF THE RESEARCH
1 To appraise the nature of academic result
2 To determine the effect of timely release of result on the performance of students in business education
1.5 SIGNIFICANCE OF THE RESEARCH
The research shall highlight the effect of timely release of result on the academic performance of students in business education
It shall provide a source of information for students, teachers,lecturers,and academicians
1.6 STATEMENT OF THE HYPOTHESIS
1 Ho Therate of timely release of result is high
Hi The rate of timely release of result is low
2 Ho academic performance of students in business education is low
Hi academic performance of students in business education is high
Hi The effect of timely release of result on the performance of students is high.
1.7 SCOPE OF THE STUDY
The research focuses on the appraisal of timely release of result and its effect on the performance of students in business education
1.8 DEFINITION OF TERMS
RESULT DEFINED
Academic result serves as feedback on the assessment of students performance on subject or course examination .Feedback that is both affirming and corrective is necessary for people to learn . Defined as information on the results of one's efforts, feedback that is clear, specific and timely motivates students to improve
PERFORMANCE DEFINED
The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed.
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