From Assessment to Achievement: The Predictive Role of Continuous Assessment in Business Mathematics Performance

This study examines the relationship between continuous assessment performance and final examination performance among diploma students enrolled in a Business Mathematics course. The dataset comprises 244 students from multiple classes. Pearson’s correlation analysis was conducted to determine the strength and direction of the relationships between the continuous assessment components and final examination performance, while regression analysis was employed to evaluate the predictive role of continuous assessment in explaining students’ final examination performance. The findings indicate positive correlations between final examination performance and all continuous assessment components, with the test showing the strongest relationship, followed by the quiz and video assignment. Multiple linear regression analysis indicated that the overall model was statistically significant and explained 64.72% of the variance in final examination scores. Quiz and test scores were significant predictors of final examination performance, whereas the project did not significantly predict final examination performance. These results highlight the importance of continuous assessment in supporting student learning and improving academic outcomes, particularly in mathematics education.

Mathematics education, Mathematics

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