Contribution of continuous assessment to student learning in mathematics in senior secondary schools: case study of the Birim South district

  • SA Amoah Department of Psychology and Education, University of Education, Winneba, Ghana


The study seeks to find out whether continuous assessment contributes to students' performance mathematics. The objectives of this study were to find out whether; Students see continuous assessment as a motivating factor in their learning, there is any workload involved in filling of continuous assessment termly, assessment form and the components of continuous assessment comprising test/quizzes, class exercises, project work /home work, contribute to students' end of term examination performance. The study sample was selected from students in the second year of the five senior secondary schools in the Birim South District of the Eastern Region. Multi-stage stratified random sampling method was used to select three classes from each of the schools, yielding a total sample of two hundred and forty-five (245) students for the study. The performance scores of the students in Mathematics were analyzed for the study. The analysis of the results of the study showed that Students are actually motivated by continuous assessment to learn better, Teachers output was greatly affected by the filling and completion of continuous assessment record format. The study recommends among others that test/quizzes and project work/homework should be given high 40% each of the 30% continuous assessment weighting since these predict the occurrence of end of term examination scores. Another major recommendation from the study is that moderation should be carried out efficiently to make the scores students obtain acceptable by being valid and reliable.

Mathematics Connection Vol. 5 2005: 15-28

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eISSN: 0855-4706