Continuous Assessment Scores As Determinants Of Learners Academic Performance: The Case Of Government Technical High School (GTHS) Nkwen Bamenda

This paper explores continuous assessment scores as a determinant of the academic performance of learners in Government Technical High School (GTHS) Nkwen Bamenda, North West Region of Cameroon. The study anchors on three specific objectives and research questions. It employs the survey research design, wherein; 167 staff members were selected from a population of 195 personnel of GTHS Nkwen. With the help of the Yaro Yamane formula, a finite population constituted the sample of the study. The main instrument used for collecting data was a self–constructed questionnaire validated by experts, whose Cronbach Alpha reliability value was 0.726. Data were analysed quantitatively and qualitatively. The findings of the study revealed that an overwhelming majority of 90.64% of learners are positively affected by the
regularity of CA. This implies that the regularity of CA has a significant effect
on learners’ academic performance. Findings also revealed that the overwhelming majority of 90.58% of learners are equally positively affected by the use of CA scores on learners’ academic performance. This implies that the use of CA scores also has a significant effect on learners’ academic performance. Finally, the results further revealed that 59.27% of learners are also positively affected by or have positive attitudes on CA and academic performance. This implies that learners’ attitudes prior to CAs have a significant effect on learners’ academic performance. It was concluded that continuous assessment is therefore a determinant of learners’ academic performances. The findings were presented using frequency distribution tables and charts. Finally,
the researcher recommended that some research work be done on the topic in other areas of Cameroon to improve on the findings.