Continuous Assessment as a Predictor of Academic Performance in Imo State Secondary Schools in Owerri, Imo State, Nigeria

Abstract

The study examined continuous assessment as a predictor of academic performance in Okigwe Zone secondary schools in Owerri, Imo state. The study adopted the survey research design. The population of the study included all the 66 public secondary schools in Imo state, Nigeria. The respondents' populations of the school were 8700 (132 Principals and 8,568 teachers) and randomly sampled 1740 respondents(26 principals and 1713 teachers) was selected and this represented 20% of the respondents population. Data was collected through the use of questionnaire designed by the researchers. Rating scale tagged ‘'Continuous Assessment as Predictor of Students Academic Performance Questionnaire (CAAPAPQ)''. The questionnaire had 13 items and test”retest statistical method was used to determine the reliability coefficient of the instrument (0.89). Two research questions and one hypothesis guided the study. Weighted mean was used to answer the questions while z-test was used to test the hypothesis at 0.05 level of significance. The finding of the study revealed that continuous assessment is essential for academic success of the students. Based on the findings, the study recommended that schools should set aside a particular body that will carry out the duty of continuous assessment from time to time in the school. This will enable the school to know the areas the students are lacking and find means to correct it. Feedbacks from continuous assessment unit should be given urgent attention. This will help the school to correct mistakes in their early stages; and, finally, teachers should be educated on how to conduct assessment on the students so as make the students understand that the essence is for him/her to emerge with good academic performance in the end.