Students' Perspectives on Continuous Assessment Methods and Their Influence on Learning Outcomes in Teacher Education
Abstract
Continuous assessment has become a fundamental component of educational evaluation because it provides continuous feedback, promotes active learning, and enhances students' academic achievement beyond traditional end-of-semester examinations. Despite its widespread implementation in Nigerian teacher education institutions, limited empirical evidence exists regarding students' perceptions of the effectiveness of continuous assessment methods. This study investigated students' perspectives on continuous assessment methods and their influence on learning outcomes among Nigeria Certificate in Education (N.C.E.) Social Studies students at the Federal College of Education, Yola, Adamawa State, Nigeria. Specifically, the study identified assessment methods commonly used, determined students' preferred assessment approaches, examined perceptions of effectiveness and fairness, and identified challenges affecting implementation. A descriptive survey research design using a quantitative approach was adopted. The study population comprised 2,856 N.C.E. Social Studies students, from which a sample of 400 respondents was selected using Taro Yamane's sampling formula and purposive sampling technique. Data were collected using a structured questionnaire and analyzed using frequencies, percentages, means, and standard deviations. The findings revealed that class tests (91.6%), assignments (88.8%), quizzes (84.2%), presentations (76.0%), and group projects (73.5%) were the dominant assessment methods. Students rated assignments (Mean = 4.28), classroom presentations (Mean = 4.20), and group projects (Mean = 4.15) as the most beneficial assessment techniques because they enhanced research competence, communication skills, teamwork, and critical thinking. Overall, respondents expressed a positive perception of continuous assessment (Grand Mean = 4.13). Nevertheless, delayed feedback (68.4%), inconsistent grading (61.7%), overcrowded classrooms (58.4%), and inadequate instructional resources (54.6%) emerged as significant implementation challenges. The study concludes that continuous assessment contributes significantly to meaningful learning when implemented fairly, transparently, and consistently. It recommends strengthening feedback mechanisms, diversifying assessment strategies, and providing continuous professional development for lecturers.