Perceived Role of Continuous Assessments on Secondary School Students’ Academic Performance in Mbeya, Tanzania

Abstract

This study investigated the role of continuous assessments on secondary school students’
academic performance in Mbeya, Tanzania, using the cross-sectional design. Data was collected
through semi-structured interviews, a questionnaire and Focus Group Discussions from 90
students, 12 teachers and three Ward Education Officers. The findings show that continuous
assessments enable students to discover their weaknesses and strengths, enhance their reasoning
capacity, helps them to perform better in their examinations and motivate them to spend adequate
time studying. The study recommends that teachers should incorporate diverse and frequent
assessments to determine students’ progress. This will promote students’ effective studying at
school and at home environments and improve their academic performance. Teachers should
provide timely and specific feedback before the next assessment or examination. Finally, Learners
should get engaged in the assessment process, which is an effective way of improving their
academic performance.