The effect of continuous assessment on student achievement in STEM subjects in Ilorin West LGA, Kwara State
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- NGN 5000
Background of the Study
Continuous assessment is an educational approach that evaluates student performance through regular tests, projects, and assignments rather than relying solely on final examinations. In Ilorin West LGA, Kwara State, continuous assessment has been increasingly adopted in STEM subjects to provide a more comprehensive understanding of student learning and progress (Olatunde, 2023). This method allows educators to monitor student performance in real time, offer timely feedback, and adjust instructional strategies accordingly. Continuous assessment is believed to reduce exam-related anxiety and encourage consistent study habits among students. In STEM subjects, where understanding complex theories and practical applications is essential, continuous assessment can help identify areas where students struggle, enabling targeted interventions. However, the effectiveness of continuous assessment in improving academic outcomes is influenced by several factors, including the quality of assessment tools, teacher training, and the overall learning environment. In some schools, continuous assessment has led to significant improvements in student achievement, as it provides a more dynamic and ongoing evaluation process. In others, however, the lack of standardized assessment criteria and the subjective nature of some evaluation methods have raised concerns about fairness and consistency (Adeyemi, 2024). In Ilorin West LGA, educators are working to refine continuous assessment practices to ensure they accurately reflect student learning and contribute positively to academic performance. This study aims to evaluate the effect of continuous assessment on student achievement in STEM subjects by examining student performance data, teacher feedback, and classroom practices. The goal is to identify best practices and areas for improvement, ultimately providing recommendations for optimizing assessment strategies to enhance learning outcomes in STEM education (Adeyemi, 2024; Musa, 2025).
Statement of the Problem (300 words)
Despite the adoption of continuous assessment in many schools in Ilorin West LGA, challenges remain in its effective implementation. Some educators report that inconsistent assessment methods and the lack of standardized evaluation criteria lead to unreliable measures of student performance in STEM subjects. This inconsistency not only hampers the ability to accurately monitor student progress but also contributes to frustration among students and teachers alike (Olatunde, 2023). Additionally, the heavy workload associated with continuous assessment can overwhelm both educators and students, potentially detracting from the quality of instruction and learning. In some cases, the pressure to constantly assess and document performance has resulted in a focus on rote learning and short-term memorization rather than deep understanding of STEM concepts. The absence of adequate teacher training on effective continuous assessment practices further exacerbates these issues, leaving educators ill-prepared to design and implement fair, comprehensive evaluation strategies. As a result, the potential benefits of continuous assessment—such as timely feedback, early identification of learning gaps, and improved academic performance—are not fully realized. This study seeks to investigate the specific challenges associated with continuous assessment in STEM subjects in Ilorin West LGA and to determine its overall impact on student achievement. By analyzing qualitative and quantitative data from classrooms, the research aims to identify key areas for improvement and propose actionable strategies to optimize continuous assessment practices. Addressing these challenges is critical for ensuring that continuous assessment becomes a tool that genuinely enhances student learning and supports long-term academic success in STEM fields (Olatunde, 2023; Musa, 2025).
Objectives of the Study
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To evaluate the impact of continuous assessment on student achievement in STEM subjects.
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To identify challenges associated with the implementation of continuous assessment.
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To propose strategies for improving continuous assessment practices in STEM education.
Research Questions
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How does continuous assessment affect student achievement in STEM subjects in Ilorin West LGA?
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What challenges do teachers face in implementing continuous assessment?
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What improvements can be made to enhance the effectiveness of continuous assessment?
Research Hypotheses
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H₁: Continuous assessment is positively correlated with improved student achievement in STEM subjects.
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H₂: Inconsistencies in assessment practices negatively impact student learning outcomes.
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H₃: Enhanced teacher training in assessment techniques improves the reliability of continuous assessment.
Significance of the Study (100 words)
This study is significant as it examines the effect of continuous assessment on student achievement in STEM subjects in Ilorin West LGA. The insights will help educators and policymakers refine assessment strategies to better support student learning. By identifying key challenges and proposing targeted improvements, the research aims to create a more effective and fair evaluation system that fosters deeper understanding and sustained academic success in STEM. Ultimately, the findings will contribute to enhancing educational practices and outcomes in STEM subjects.
Scope and Limitations of the Study
This study is limited to evaluating the impact of continuous assessment on student achievement in STEM subjects in schools within Ilorin West LGA, Kwara State. It focuses solely on assessment practices.
Definitions of Terms
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Continuous Assessment: Ongoing evaluation of student performance through regular tests, assignments, and projects.
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Student Achievement: Measurable academic performance and learning outcomes.
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Standardized Evaluation Criteria: Consistent benchmarks used to assess student performance.
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