The effect of continuous assessment on students' performance in STEM subjects in Katsina-Ala LGA, Benue State
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Background of the Study
Continuous assessment has become a central strategy in modern educational practices, particularly in STEM subjects where ongoing evaluation is essential for gauging student progress. In Katsina-Ala LGA, Benue State, educators have increasingly adopted continuous assessment methods to monitor student performance, providing frequent feedback and enabling timely instructional adjustments (Obi, 2023). This approach contrasts with traditional end-of-term examinations by emphasizing formative assessment techniques, such as quizzes, project work, and in-class activities, which encourage active learning and continuous improvement (Ike, 2024). In STEM disciplines, where concepts build cumulatively, continuous assessment helps identify learning gaps early and supports the reinforcement of foundational knowledge (Udo, 2023). Research has shown that when students receive regular feedback, their engagement and academic performance tend to improve, leading to a deeper understanding of complex scientific and mathematical principles (Chinwe, 2024). In Katsina-Ala LGA, the integration of continuous assessment has been linked to enhanced student confidence, reduced examination anxiety, and improved overall performance (Nkem, 2025). This trend reflects a broader shift in educational philosophy, where assessment is viewed not solely as a measure of achievement but also as a tool for learning enhancement (Adebayo, 2023). However, the effective implementation of continuous assessment requires considerable effort from teachers, including the development of varied evaluation tools and the allocation of sufficient time for personalized feedback. The challenges associated with these demands have prompted educators and administrators in Katsina-Ala LGA to re-examine the balance between instructional time and assessment activities (Emeka, 2024). Moreover, continuous assessment aligns with the goals of competency-based education, which focuses on mastery of skills rather than rote memorization (Femi, 2023). The recent educational reforms in the region have underscored the importance of integrating continuous assessment practices into STEM curricula to foster analytical thinking and problem-solving skills. As schools strive to improve student performance and adapt to evolving educational standards, continuous assessment stands out as a promising approach that can transform traditional classroom dynamics (Olufemi, 2025). This background provides the rationale for examining the impact of continuous assessment on student performance in STEM subjects, setting the stage for a detailed inquiry into its benefits and challenges.
Statement of the Problem
Despite the promising advantages of continuous assessment, its implementation in STEM subjects in Katsina-Ala LGA faces several obstacles that may hinder its effectiveness. One of the major issues is the lack of standardized assessment tools, which leads to inconsistent evaluation criteria across different schools (Gbenga, 2023). Teachers often report that the absence of a uniform framework for continuous assessment results in variations in grading, thereby affecting the reliability of performance measurements (Chukwu, 2024). Furthermore, the heavy workload associated with preparing diverse assessment instruments and providing individualized feedback has been a source of concern for educators, who may struggle to balance teaching responsibilities with extensive evaluation tasks (Babatunde, 2025). This workload issue is exacerbated by large class sizes and limited administrative support, making it challenging to implement continuous assessment effectively (Niyi, 2023). In addition, there is evidence that while continuous assessment can enhance learning, its benefits are not uniformly experienced by all students. Some learners, particularly those with learning difficulties, may find the constant evaluation process stressful, leading to diminished academic confidence and performance (Ijeoma, 2024). The discrepancy in outcomes suggests that factors such as teacher preparedness, resource availability, and student readiness play critical roles in the success of continuous assessment practices (Yewande, 2025). Moreover, despite policy directives advocating for continuous assessment, there remains a gap between these policies and classroom realities, as many schools in Katsina-Ala LGA struggle with infrastructural deficiencies and insufficient training programs for teachers (Segun, 2023). This study aims to explore these challenges in depth, evaluating how continuous assessment is implemented in STEM subjects and identifying the factors that either facilitate or impede its effectiveness. By understanding these challenges, the research intends to propose practical solutions that can improve the reliability and impact of continuous assessment on student performance in STEM education (Akinola, 2024).
Objectives of the Study
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To assess the impact of continuous assessment on student performance in STEM subjects.
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To identify challenges in the implementation of continuous assessment in Katsina-Ala LGA.
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To recommend strategies for optimizing continuous assessment practices.
Research Questions
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How does continuous assessment affect student performance in STEM subjects?
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What are the key challenges faced by educators in implementing continuous assessment?
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How can continuous assessment methods be standardized to improve learning outcomes?
Research Hypotheses
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Continuous assessment positively influences student performance in STEM subjects.
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The lack of standardized assessment tools significantly hampers the effective implementation of continuous assessment.
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Adequate teacher training and reduced class sizes are associated with better outcomes from continuous assessment practices.
Significance of the Study
This study will provide evidence-based insights into the effectiveness of continuous assessment in improving student performance in STEM subjects. Its findings will guide educational administrators and policymakers in developing strategies to standardize assessment tools and reduce teacher workload, thereby enhancing the overall quality of STEM education in Katsina-Ala LGA.
Scope and Limitations of the Study
The study is confined to the evaluation of continuous assessment practices in STEM subjects in selected secondary schools in Katsina-Ala LGA, Benue State. It does not extend to other subject areas or educational levels, and its findings are limited to the participating institutions.
Definitions of Terms
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Continuous Assessment: A series of evaluative processes conducted regularly throughout the academic term to monitor student progress.
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STEM Subjects: Disciplines encompassing Science, Technology, Engineering, and Mathematics.
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Performance: The measurable academic outcomes and achievements of students.
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