Extent of teachers’ implementation of different modes of continuous assessment and challenges in secondary school biology teaching in Nsukka, Enugu State
1 Department of Science Education, University of Nigeria, Nsukka.
2 Department of Continuing Education & Development Studies, University of Nigeria, Nsukka.
Research Article
International Journal of Science and Technology Research Archive, 2026, 10(02), 033-039.
Article DOI: 10.53771/ijstra.2026.10.2.0020
Publication history:
Received on 26 April 2026; revised on 02 June 2026; accepted on 04 June 2026
Abstract:
This study focused on the extent of teachers’ implementation of various modes of continuous assessment and challenges in secondary school Biology teaching. It was guided by three research questions and was conducted in Nsukka L.G.A. It adopted a descriptive survey research design. The population was 59 Biology teachers, who also served as the sample. The data collection instrument was researchers-developed rating scale titled “Teachers’ Implementation of Different Modes of Continuous Assessment in Biology Scale”. It was face-validated, and internal consistency reliability was determined using Cronbach's Alpha. Its overall reliability coefficient index was 0.83. Data were analysed using mean and standard deviation. Findings revealed that multiple-choice questions, essay questions, assignments, classwork, and fieldwork are CA modes used by secondary school Biology teachers to a great extent. Additionally, challenges such as a lack of training, time constraints, limited access to technology, teachers’ reliance on traditional assessment modes, and grading workload hinder the effective use of CA modes in Biology teaching. Based on the findings, it was recommended that Biology teachers be trained to integrate technology into various continuous assessment modes to enhance Biology instruction.
Keywords:
Teachers’ Implementation; Different Modes; Continuous Assessment; Challenges
Full text article in PDF:
Copyright information:
Copyright © 2026 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0