ASSESSING THE IMPACT OF CONTINUOUS ASSESSMENT PLANNING ANDADMINISTRATION ON ECONOMICS STUDENTS’ ACADEMICPERFORMANCE IN KADUNA STATE, NIGERIA

Abstract

This study examinesd the Impact of Continuous Assessment (CA) on Economics students’ academic performance
in Kaduna State, Nigeria. It provides a conceptual overview of continuous assessment of Economics students’
academic performance within the study area. The instrument for data collection was the Economics Continuous
Assessment Performance Test (ECAPT). The study population comprised 125 economics students drawn from
intact classes within the study area. A quasi-experimental research design was employed, involving two groups:
experimental and control. The objectives of the study were to: (i) examine the difference between pre-test and
post-test performance of Economics Students taught with continuous assessment test in Senior Secondary Schools
in Kaduna State, Nigeria; and (ii) determine the difference between pre-test and post-test performances of
Economics students taught using continuous assessment test and those taught without using continuous
assessment test in Senior Secondary Schools in Kaduna State, Nigeria. These objectives were aligned with the
research questions and hypotheses formulated for the study. Findings revealed that continuous assessment test has
potentials to significantly enhance the academic performance of Economics at the senior secondary school level
in Kaduna State, Nigeria. Nevertheless, the effective use of continuous assessment tests requires deliberate efforts
to address identified challenges and limitations. The study emphasisesthat while continuous assessment can enrich
instructional delivery and foster improved learning outcomes, teachers’ evaluation and pedagogical expertise
remain indispensable. Continuous assessment tests should therefore be utilised to complement, rather than
supplant, the essence of evaluation. Based on these findings, the study recommends, among other measures, the
development of training programs to build teachers’ capacity for new trends in school continuous assessment as
one of the evaluation tools, especially in the use of teacher-made tests, increased investment in instructional
materials support to facilitate new trends in continuous assessment evaluation in schools, and strengthened
collaboration among educators and their learners’ academic performance. Furthermore, the study underscores the
need for continuous curriculum review (in the use of teacher-made-test and other forms of tests) and revision to
ensure that Economics education remains relevant, foster skills acquisition.