Differential Impact of Gender and Location on Teachers' Implementation of Continuous Assessment in Basic Schools in Delta State

The study examined the differential impact of gender and location on teachers’ implementation of continuous assessment in basic schools in Delta State. For the purpose of this study, three research questions and two hypotheses guided the study. An expo-facto research design was adopted for the study, and 13600 public primary school teachers in Delta State make up the study's population. The sample size of 486 primary school teachers picked from 54 primary schools was utilised. The sample size was (486 primary school teachers selected from 45 primary schools. The multi-stage sampling procedure was used in selecting the sample for the study due to the heterogeneous nature of the population. A questionnaire with the title “Continuous Assessment Implementation Scale (CAIS)” was the instrument used for data collection. This was subjected to a reliability test using Cronbach Alpha, and a reliability coefficient of 0.78 was obtained. The research questions were answered using the mean and standard deviation, while an independent sample t-test were used to test the hypotheses at the 0.05 level of significance. The findings obtained from the study showed that basic school teachers in Delta State are implementing continuous assessment to a large extent, there is no significant difference between male and female basic teachers’ implementation of continuous assessment in Delta State, there is no significant difference between urban and rural basic teachers’ implementation of continuous assessment in Delta State. On the basis of the findings and conclusion of the study, it was recommended, among others, teachers should incorporate diverse and student-centered evaluation methods such as project-based assessments and peer evaluations to ensure a comprehensive understanding of students' progress.