Assessment Methods andAcademic Performance of pupils in Government Aided Primary Schools in Pader District.
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Date
2026-07
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Gulu University
Abstract
This study investigated the influence of assessment methods on academic performance in Government Aided Primary Schools in Pader District, specifically in Puranga Town Council,using both quantitative and qualitative approaches. The specific objectives were to explore the assessment methods, assess the level of academic performance, and establish the relationship between assessment methods and academic performance. A mixed-methods design was adopted, with data collected from a sample of 200 respondents, including teachers, headteachers, education officers, and PTA members. Quantitative data were collected using
structured questionnaires and analyzed using descriptive statistics and Pearson’s coefficient correlation, while qualitative data from interviews and document reviews were thematically analyzed. Findings revealed that Research Question 1 (assessment methods) showed schools used a mix of continuous, formative, and summative assessments, with continuous methods being most common. For Research Question 2 (levels of academic performance), findings indicated moderate levels of academic performance, with qualitative data highlighting disparities based on assessment consistency. Research Question 3 (relationship between
assessment methods and academic performance) showed a strong positive correlation: continuous (r = .795 p<0.01), formative (r = .787 p<0.01), and summative (r = .727p<0.01. Qualitative findings further supported that continuous and formative assessments enhanced learning outcomes when used effectively. The study concluded that consistent application of varied assessment methods especially continuous and formative positively influenced academic performance. It recommended strengthening teacher capacity through training, enforcing school-level policies on assessment, improving monitoring, and providing necessary assessment resources to support effective teaching and learning in rural primary schools.