This work sought to investigate the effect of continuous assessment in Teaching and Learning of Economic in Enugu south local government area of Enugu state. The researcher formulated four purposes of the study and four research questions that guided the study. Survey research design was used, the instrument used to obtain information was a structured questionnaire, the data collected were analyzed using mean. The population of the study is  nine  thousand, eight hundred and twenty one  (9821) students and simple random sampling technique was used to select the sample. The instrument used was validated by two experts in measurement and evaluation. Test re-test was used to determine the reliability of the instrument and the result was 0.75. Mean statistics was used to answer the research questions. It was found that continuous assessment is an effective tools used in determine the performance of student in economic. based on these finding and many more the following Recommendation were made and it was recommended that; The ministry of Education or its relevant agencies should organize seminars and workshop for Economics teachers at least once in a term in order to update their knowledge on the practice of continuous assessment, The Ministry of Education or its relevant agencies should train and post enough professional guidance counselors in the area of   to schools in the zone, Secondary  schools in the zone should set up continuous assessment committees to perform the duties currently performed by Examination committee.  Such duties include: Oversee the keeping of various assessment records, Develop time-table for assessment of pupils in the school.  The committee is to be headed by the vice-principal (academics); members to include, the school guidance counselor, Head of social science section, Head of science Education sections, Trained officers from the Ministry of Education should visit schools in the zone from time to time for on the spot assessment of the scheme, The ministry of Education should grant study leave with pay to all qualified   tutorial staff members to study statistics and computer in higher institutions to enable them acquire knowledge and improve on their efficiency in data collection and analysis involved in the practice of continuous assessment.



Title Page                                                                         i

Approval page                                                                  ii

Certification                                                                            iii

Dedication                                                                       iv

Acknowledgement                                                             v

Table of Content                                                               vi

Abstracts                                                                         viii


1.0 Background of the Study                                              1

1.1 Statement of the Problem                                            6

1.2 Purpose of the Study                                                   7

1.3 Research Questions                                                    8

1.4 Scope of the Study                                                      10


2.0 Conceptual Framework                                                 12

2.4 Theoretical Framework                                                       26

2.7 Empirical Studies                                                        33

2.8 Summary of Literature Review                                      39


3.0 Research Design                                                         41

3.1 Area of the Study                                                              42

3.2 Area of the Study                                                              42

3.3 Population of the Study                                                      42

3.4 Sample and Sampling Techniques      –                                 42

3.5 Instrument for Data Collection                                      43

3.6 validation of Instrument                                              43

3.7 Reliability of the Instrument       –                                        43

3.8 Method of Data Collection                                                   44

3.9 Method of Data Analysis                                              44

3.10 Decision Rule                                                            45


4.0 Data Presentations And Analysis                                   46

4.1 Research Question 1                                                    46

4.2 Research Question II                                                    47

4.3 Research Question III                                                  48

4.4 Research Question IV                                                          49


5.0 Discussion of Findings                                                         50

5.1 Educational Implication                                                 52

5.3 Limitation of the Studies                                              54

5.4 Conclusion                                                                  55

5.5 Recommendation                                                        56

5.6 Suggestion for further studies                                        58

5.7 Summary Of The Study                                                       58

5.8 Reference                                                                   59

5.9 Appendix                                                                           61




1.0 Background to the Study

One major innovation in our educational system is the introduction of continuous assessment as an important component for evaluation. Educational assessment and evaluation will be liberalized by basing them in whole or in part on continuous assessment of the progress of the individual. In all secondary  schools, continuous assessment account for 40 percent of the pupils’ performance in each subject. Most higher institutions of learning allow between 20 and 30 percent in course assessment Alex (2010).

Thus, in all institution of learning; assessment is not a new concept in education. In the United States for instance, continuous assessment is built into the teaching- learning process. In Nigeria, there are different views about the concept to the extent that some of them are misconceptions. In order to understand this concept, it is necessary to clarify these misconceptions. Continuous assessment is not continuous testing of the cognitive ability of students as practice in most of our secondary  and secondary schools these days. For instance, what is practiced in many schools is continuous testing; where teachers administer test on students on weekly or monthly basis. Some schools set aside specific days in the month for what is referred to as continuous assessment scores for the term or year. The mode of interpretation does not take into consideration other factors that may affect the student and the learning process. Furthermore, the effective and psychomotor domains are neglected. Thus, the implementation of continuous assessment seems to have derailed from the mode of operation.

Greaney (2011) defines assessment as any procedure or activity that is designed to collect information about the knowledge, attitude, or skills of the learner or group of learners. Assessment is therefore a process through which the quality of an individual’s work or performance is judged. When carried out as an on-going process, assessment is known a Continuous Assessment (CA). CA is a formative evaluation procedure concerned with finding out, in a systematic manner, the over-all gains that a student has made in terms of knowledge, attitude and skills after a given set of learning experience (Ogunnyi, 2014).




           The review is presented under the following sub headings.

Conceptual Framework

  • Concept of Continuous Assessment
  • Characteristic of Continuous Assessment of continuous assessment
  • Techniques used in the administration

Theoretical Framework

  • Behaviorist learning theory
  • Cognitive, constructivist theories of learning

Empirical Studies

Summary of Literature Review


2.0 Conceptual Framework

2.1 Concept of Continuous Assessment

Continuous assessment can be seen as taking into account the child’s all round performance in the cognitive, affective and psychomotor during a given period of schooling using a wide range of instructions according to (Ebon: 2011) continuous assessment is the process of assessing a student in the cognitive, affective and psychomotor domains of behaviour over a period of time using several techniques in order to help him fully develop his ability. According to (Ajuonuma, 20010), it is a process of gathering and fashioning data into an interpretable form of making decisions. This process involves data collecting which will be used in making value judgment concerning the quality of a person, object, group or an event.

A good continuous assessment can make the following contributions, promote the development of reading skills and encourage long term habits through reading, listening etc. These learning habits form the key to continuous success in school and to the personal enrichment of leisure (Obi, 2013).

Study habits are learning tendencies that enable students to work privately. It is also an adopted way and manner a student plans his or her private readings after classroom learning so as to attain mastery of these subjects .

Good study habits are good assets to learners because the habits assist students to attain mastery in areas of specialization and consequent excellent performances (Azikwe, 2010). 

Senior secondary school is a post secondary  school educational level in Nigeria 6-3-3-4 system with 3 years duration stEnugu south es, it is the final stage of secondary school level whereby a learner that has already gotten  the necessary and basic foundation in cognitive  affective and psychomotor domain of knowledge in junior secondary will be allowed to choose which areas to concentrate on, be it science, arts, commerce or technical stEnugu south es All senior secondary school students have to sit for a Senior Secondary  Certificate Examination (S.S.C.E) which can be West African Senior secondary certificate examination (W.A.S.S.C.E) and National Examination Council (N.E.C.O).



There are no reviews yet.