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ABSTRACT
Stakeholders at all levels of the educational ladder are concerned about the performance of students. Various strategies have been formulated to enhance the performance of students. One of such strategies is the continuous assessment policy which has now been engrained in Nigerian’s educational curriculum.
Benson Idahosa University previously adopted a 30-70 ratio in evaluation of students continuous assessment and examination. The current evaluation policy involves two continuous assessment tests each weighted 20 percent and examination which is graded on 60 percent. This study examined if there was any significant difference in the performance of students before and after the introduction of the new continuous assessment policy.
The study covered the period of 2007-2013 academic sessions, and the performance of students in each of the two examinations in the session were obtained from the faculty of Social and Management Sciences in the university and the data subjected to both Descriptive and Inferential statistics as well as Regression analysis .The results showed that there was no significant relationship between the two strategies before and after the introduction of the new continuous assessment policy.
