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CHAPTER ONE INTRODUCTION 1.1.    Background of the Study Continuous Assessment is an important aspect of our educational system. The educational policy was introduced by the Federal Republic of Nigeria in 1981. The introduction of 6-3-3-4 system of education called for Continuous Assessment to facilitate the educational placement of youths into appropriate programme options. Continuous Assessment is an educational technique which takes into cognisance, the domains of behaviour: the cognitive, affective and psychomotor (Orhungur, 2006). It is a process in which a child’s performances in the three educational domains are obtained throughout his schooling. In this system, the student is therefore evaluated in the vocational three educational domains including: a.    Cognitive thinking, reasoning, understanding, application, knowledge and evaluation. b.    Affective values and beliefs, attitudes and appreciation, interests, human relations, habits, morals and emotions, aesthetics. c.

CHAPTER ONE INTRODUCTION 1.1    Background to the study Technical Education is designed to give training and impart the necessary skills to individuals who shall be self-reliant economically. Trainees completing the Programme in Technical Colleges are expected to secure employment either at the end of the whole course or after completing one or more modules of employable skill. Okoro and Kazeem (2006) opined that Technical Education is that aspect of education which utilises scientific knowledge in the acquisition of practical and applied skills for solving technical problems. Okoro (1993) further maintained that the primary purpose of Technical Education is to prepare persons for gainful employment in a recognised occupation. Education is a light that shows the mankind the right direction to surge. If education fails to inculcate self-discipline and commitment to achieve in the minds of student, it is not their fault. We have to convert education into a sport and learning process has