Authors: Bello Kumo Gidado
This study was carried out to determine the relationships and gender disparity in continuous assessment and examination among biology students of the University of Abuja. The study further seeks to determine sex differences in continuous assessment and examinations among these students. A total of six hypotheses were formulated and tested using Pearson’s correlation and t-test analysis. In testing for sex differences, the results revealed a no significant difference between male and female students during the first year. In terms of mean performance, the results revealed a 50-50 difference/relationship with mean score of at least six out of the ten courses analysed. During the second year, similar results were obtained as in table 2, with slight disparity in respect of BIO 306 and BCH 211. The results further revealed a low mean examination score in some courses as depicted in table 3.The low mean scores observed may be attributed to poor examination item construction. (Abimbola 1996). The results further indicate a negative correlation in some courses as shown on table 4 and positive correlation in others. The negative correlation points to the unrelatedness between continuous assessment and examination, while the positive correlation may point at fairness in marking, hence continuous assessment score may accurately be used to predict examination successes of students.