Practice of Continuous Assessment in Learning Business Studies in High Schools of Lubombo Region, Eswatini

Abstract

Continuous assessment (CA) is designed to improve learners’ performance in their area of specialization and improve the teaching-learning process. The present study aimed to examine how the learners perceive the practice of continuous assessment in learning business studies in high schools in the Lubombo region of Eswatini. The study adopted a qualitative research approach using a phenomenological research design. Twelve participants were purposefully selected for the study. Data were generated using a semi-structured in-depth interview guide and analysed using content analysis in which the responses of the participants were categorized into themes and sub-themes. The results disclosed that learners had a positive perception of CA practice, and learning was improved through CA. Some of the learners perceive that continuous assessment creates an extra workload and is not frequently administered in recording their performance for the teacher to understand the learners' strengths in business studies before the final examinations at the end of the academic year. Based on the findings, it was concluded that learners had positive perceptions of continuous assessment in the learning of business studies and sensed continuous assessment as an effective way to learn business studies. A recommendation was made for teachers to administer continuous assessment regularly before the end of year examination.

Received: 4 January 2023 / Accepted: 29 June 2023 / Published: 5 July 2023