The effect of continuous assessment on the retention of theoretical knowledge in University of Maiduguri Teaching Hospital
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Background of the Study
Continuous assessment (CA) refers to the ongoing process of evaluating a student's progress over time through various methods such as quizzes, assignments, projects, and practical assessments, as opposed to relying solely on final exams (Miller et al., 2024). In nursing education, continuous assessment has been recognized as a strategy to enhance learning, facilitate better retention of theoretical knowledge, and provide more comprehensive feedback to students (Hoffman et al., 2023). It is believed that continuous assessment fosters deeper learning and greater engagement by helping students actively apply their knowledge, identify areas for improvement, and track their academic growth throughout the course.
At the University of Maiduguri Teaching Hospital (UMTH), where nursing students receive both theoretical and clinical training, the implementation of continuous assessment is gaining attention as a possible way to improve student outcomes and retention of knowledge. Traditional assessment methods such as final exams have often been criticized for not accurately reflecting students' understanding of material and for contributing to high levels of exam-related anxiety (Davies et al., 2023). Studies suggest that continuous assessment promotes long-term retention by encouraging regular interaction with course content, as it provides students with more frequent opportunities to demonstrate their understanding (Bates et al., 2023). While there has been a growing shift toward using continuous assessment in nursing education, its specific impact on theoretical knowledge retention at UMTH remains underexplored. This study will examine the effects of continuous assessment on nursing students' retention of theoretical knowledge in the University of Maiduguri Teaching Hospital’s nursing program.
Statement of the Problem
Despite the growing use of continuous assessment in nursing education, there is insufficient evidence on how it specifically impacts the retention of theoretical knowledge among nursing students at the University of Maiduguri Teaching Hospital. This study seeks to investigate whether continuous assessment enhances knowledge retention and whether it can be an effective method for improving learning outcomes, as opposed to relying only on summative assessments at the end of academic terms.
Objectives of the Study
1. To determine the effect of continuous assessment on the retention of theoretical knowledge among nursing students at University of Maiduguri Teaching Hospital.
2. To compare the retention of theoretical knowledge between students who are continuously assessed and those who are assessed through final exams only.
3. To identify the factors that contribute to improved retention of theoretical knowledge through continuous assessment.
Research Questions
1. How does continuous assessment affect the retention of theoretical knowledge in nursing students at University of Maiduguri Teaching Hospital?
2. Is there a significant difference in theoretical knowledge retention between students who undergo continuous assessment and those who do not?
3. What are the factors that enhance the retention of theoretical knowledge through continuous assessment?
Research Hypotheses
1. Nursing students who undergo continuous assessment will demonstrate higher retention of theoretical knowledge compared to those who are assessed solely by final exams.
2. There is a significant relationship between continuous assessment and the retention of theoretical knowledge in nursing students.
3. The frequency of continuous assessments is positively correlated with the retention of theoretical knowledge among nursing students at University of Maiduguri Teaching Hospital.
Scope and Limitations of the Study
This study will focus on nursing students at the University of Maiduguri Teaching Hospital who are enrolled in the nursing program and are subject to different forms of assessment. The study will assess the impact of continuous assessment on their retention of theoretical knowledge. Limitations include the potential bias in student self-reports regarding assessment methods and the influence of other variables, such as study habits and teaching styles, on knowledge retention.
Definitions of Terms
1. Continuous Assessment (CA): A system of evaluation that involves assessing students over the entire course, through quizzes, assignments, discussions, and practicals, rather than relying solely on final exams.
2. Retention of Theoretical Knowledge: The ability of nursing students to recall and apply theoretical knowledge acquired over time, especially in clinical and academic settings.
3. Summative Assessment: An assessment that is typically conducted at the end of a course or term, often in the form of exams, to evaluate the cumulative knowledge of students.
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