Continuous assessment and performance of pupils in mathematics in primary schools in Ntungamo district, Uganda

Abstract

This study aimed at investigating the influence of Continuous Assessment on pupils' performance in Mathematics in Primary Schools in lhungaSub-county, Ntungamo District. The specific objectives of the study were to establish the influence of Continuous Assessment in Mathematics on the end-of-term scores, grades obtained in Primary Leaving Examinations (PLE) and coverage of prescribed syllabus .The cross-sectional research design was used to guide the study on the influence of Continuous Assessment and performance in Mathematics of pupils in primary schools in Ihunga Sub-County in Ntungamo District, Uganda. A total sample of 86 participants including teachers and head teachers of the fifteen primary schools was used.Questionnaires and Focus Group Discussion Guides were used to obtain data from 86 study participants from 15 primary schools. Data were analyzed by descriptive statistical techniques and presented in form of tables, frequencies and percentage distribution. The major findings of the study were That; continuous assessment influences end-of-term scores, PLE grades and syllabus coverage in many ways. The significant ones being end of unit tests as the best methods of getting data for assessing pupils' performance, Continuous Assessment works best in Mathematics for small classes and enables pupils to work hard to improve on PLE grades. The study concluded that there was a positive influence of Continuous Assessment towards the performance of Mathematics of pupils in primary schools. It was however, established that Continuous Assessment was not emphasized as there was scanty evidence of the records concerning Continuous Assessment. It was therefore recommended that stakeholders should put emphasis on Continuous Assessment so that There is improvement on End-of-term scores, improves on PLE grades as well as promoting syllabus coverage. This study only addressed the influence of Continuous Assessment in Mathematics and end-of term scores, grades obtained in PLE and coverage of prescribed Mathematics syllabus by pupils in Ihunga Sub-county - Ntungamo District. Therefore, a more systematic research is needed in the areas of teachers ' perception towards Continuous Assessment.