Impact of Continuous Assessment on Students’ Exam Performance in Financial Accounting I (2024/2025)

Authors

  • Oyetola Bukunmi Oyelakun Department of Accounting and Finance, Thomas Adewumi University, Oko, Kwara State, Nigeria. https://orcid.org/0009-0008-4896-6425
  • Aderemi Adetunji Abdul-Azeez Department of Accounting, Faculty of Management Sciences, Osun State University, Osogbo, Osun State, Nigeria.
  • Abdul-Lateef Ayomide Ibrahim Department of Accounting and Finance, Thomas Adewumi University, Oko, Kwara State, Nigeria.

Keywords:

Learners’ autonomy, andragogy, self-directed learning, university students

Abstract

This study examines the effect of continuous assessment on the examination performance of students in Introduction to Financial Accounting I for the first semester of the 2024/2025 academic session at Thomas Adewumi University in Oko, Kwara State, Nigeria. The study aims to evaluate the effects of students' scores in lecture attendance, assignments, and mid-semester tests on their examination scores. A causal cross-sectional research design was utilized. The sample consists of 52 students, all in the hundred level, drawn from the departments of Accounting, Business Administration, and Economics, using a purposive census. Data were obtained from the students' score sheets and used to estimate the Ordinary Least Squares (OLS) regression. All variables were stationary according to the Augmented Dickey-Fuller (ADF) test. The OLS regression results indicate a significant positive relationship between the mid-semester test scores (TESTSCOR) and exam scores (EXAMSCOR), with a coefficient of 2.35 and a p-value of 0.00. Meanwhile, the effects of assignment scores (ASSCOR, p-value = 0.06) and the attendance scores (ATNDSCOR, p-value = 0.92) were not significant on the examination scores. The model was well specified and stable, and the combined effects of all continuous assessment variables were statistically significant, with F-stat = 6.12 and p-value = 0.00. Therefore, it was concluded that the continuous assessment, particularly the mid-semester test, considerably affects students' performance in the examination. Based on the results, this study recommends the development of an integrated continuous appraisal method that integrates attendance, assignments, and tests to ensure they are working together to reinforce student motivation.

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Published

31-12-2025

How to Cite

Oyelakun, O. B., Abdul-Azeez, A. A., & Ibrahim, A.-L. A. (2025). Impact of Continuous Assessment on Students’ Exam Performance in Financial Accounting I (2024/2025). Bulletin of Education and Research, 47(3), 50–73. Retrieved from https://ber.pu.edu.pk/jo/index.php/ber/article/view/430

Issue

Vol. 47 No. 3 (2025)

Section

Articles

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