Lecturers' Perception of the Impact of Continuous Assessment Strategies on Students Learning in Colleges of Education

Akujieze M.O.


This study aimed to explore lecturers' perceptions of the impact of continuous assessment strategies on students' learning in colleges of education. A descriptive survey research design was utilized, and data were collected through a self-created cross-sectional survey questionnaire. The study involved 100 lecturers from two colleges of education in Anambra State, Nigeria. The questionnaire included items that assessed lecturers' perceptions of various aspects of continuous assessment strategies and their effects on students' learning outcomes. Data were analyzed using descriptive statistics, including means and standard deviations. The results revealed that lecturers generally viewed continuous assessment as an integral part of the teaching-learning process and recognized its potential to provide comprehensive evaluations of students' learning. However, challenges related to curriculum coverage, workload, and assessment guidelines were identified. The study also found that lecturers varied in their incorporation and use of different continuous assessment strategies. These findings highlight the importance of understanding lecturers' perceptions and experiences in implementing continuous assessment strategies in colleges of education. The study contributes to the existing literature by providing insights into the perspectives of lecturers in Anambra State regarding the impact of continuous assessment on students' learning outcomes. The findings can inform educational policies and practices in colleges of education, promoting effective assessment methods that enhance students' learning experiences and outcomes.


Lecturers' perception; impact; continuous assessment; strategies; students learning; colleges of education

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DOI: https://doi.org/10.33258/birle.v6i3.7709

DOI (PDF): https://doi.org/10.33258/birle.v6i3.7709.g7618

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License