Investigating how social studies teachers implement continuous assessment in Malawi: A case of urban community day secondary schools in Mzuzu City.

Abstract

This study on investigated the implementation in continuous assessment (CA) by social studies teachers in urban community day secondary schools in Mzuzu city. It revealed challenges faced by social studies teachers and investigated CA practices and techniques. Qualitative case study design was used and Purposive Sampling technique was used to sample the 16 social studies teachers from eight secondary schools. The Planned Change Model was used as a theoretical framework to understand the perception of teachers on CA. Primary data was collected through an interview guide with closed and open-ended questions. The key findings were that social studies teachers do not use diverse assessment strategies and that teachers do not assess all the three domains of learning (cognitive, affective and psychomotor). Challenges that persist when the social studies teachers implement CA such as lack of learner seriousness, inadequate time, large class sizes, resource constraints, low attendance and cheating were amongst the findings. Teacher perceptions analysed in the study revealed mixed views on CA, with both positive and negative perceptions and that the strategies teachers use to curb the challenges do not fully address challenges. The study highlights a gap between policy and practice and the need for teachers to be oriented in conducting CA and addressing challenges. The study emphasises on the importance of CA as it enables teachers to monitor progress and adjust instruction. The recommendations include teacher development programs focusing on assessment, addressing challenges through resource allocation, policy refinement and enhancing teacher support. This study informs education policy, teacher development, and practice improvements to enhance student learning outcomes in Malawi.