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Open QR ImageJoseph John Mawak; Komolafe Olorunleke
Greener Journal of Educational Research | Greener Journals | 2026
Paper ID: RQL-PAPER-2026-000069 | DOI: 10.15580/gjer.2026.1.051226064 | Views: 9
Publication Date: 2026-02-28 | Volume: 16 | Issue: 1 | Pages: 59-71
Type: Journal article | Discipline: Education | Subject Area: - | Language: English
DOI: 10.15580/gjer.2026.1.051226064
The motivation for this study was the discrepancies that were observed in the implementation of continuous assessment in the study area by the researcher. The study aimed to assess the implementation of continuous assessment practices among mathematics teachers in Chanchaga LG Niger State. Three research objective, three research questions were raised and three hypotheses were formulated and tested at 0.05 level of significance. Cross-sectional survey research design was used. The population of the study consisted of 152 mathematics teachers in senior secondary school in Chanchaga LG. Niger State, Nigeria. 152 teachers were used as sample for the study. Goal-free evaluation theory by Scriven was applied. A structured questionnaire with four point modified likert scale was used as instrument for data collection. The instrument was validated by two experts in Research, Measurement and Evaluation of the Department of Educational Foundations, Faculty of Education, and University of Jos, Nigeria. The reliability of the instrument was found to be 0.786 established through Cronbach Alpha method. The descriptive statistics of simple percentage was used to answer all the research questions. Independent sample t-test was used to test the three hypotheses at 0.05 level of significance. The result of the study showed a low level of implementation of continuous assessment practices among the mathematics teachers. It also revealed that there is no significant difference between the implementation of continuous assessment practices among male and female mathematics teachers (p>0.05). It also found that, there was no significant difference in the implementation of continuous assessment practices between private and public schools mathematics teachers (p>0.05). The study recommended among others: The need for seminar, training, and retraining of teachers on the implementation of continuous assessment practices for effective assessment of students
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