COMPARING STUDENT ASSESSMENT OUTCOMES UNDER THE SEMESTER AND CHOICE-BASED CREDIT SYSTEMS: A CORRELATIONAL STUDY OF UNDERGRADUATE SCIENCE STUDENTS

Examinations play a vital role in assessing student accomplishment and learning outcomes in a particular course. The present study analyses the relationships between class attendance, and sessional examinations with end-of-semester performance of undergraduate science students in two educational systems namely semester system and Choice-Based Credit System. The study is based on the academic records of 240 undergraduate science students of final year. Statistical Software SPSS is used to calculate both simple and partial correlation coefficients, which explore the relationships. Moreover, scatter diagrams are used to observe the relationship trends. The findings of the study indicate a significant positive correlation between sessional examination marks and end-semester learning outcomes in both the educational systems, indicating that sessional performance is related with end-semester performance. On the contrary, class attendance has an insignificant influence on end-semester performance among the students of science stream under the semester system, but not under the choice-based credit system.