CONTINUOUS ASSESSMENT AND COMMON-MOCK EXAMINATION SCORES AS A PREDICTOR OF ACADEMIC PERFORMANCE OF ECONOMICS STUDENTS IN WEST AFRICAN SENIOR SCHOOL CERTIFICATE EXAMINATIONS IN AKWANGA LOCAL GOVERNMENT AREA OF NASARAWA STATE, NIGERIA

This study assessed the continuous assessment and common-mock scores as a predictor of academic performance of Economics students in WASSCE examinations in Nasarawa state, Nigeria. The two hypotheses were tested at 0.05 level of significance. Descriptive survey research design of the ex-post facto type was used. The study adopted a descriptive survey of the ex-post facto research design in which there was no treatment and manipulation of independent variable. It involves the collection of data from examination records. The target population for the study was 26, 987 students’ that sat for Economics in WASSCE 2011- 2019 in Akwanga Local Government of Nasarawa State, Nigeria. The sample of the study (N= 1,988) comprising 1,167 males and 821 females was selected from ten (10) secondary schools in Akwanga Local Government Area of Nasarawa State. The students' continuous assessment and common-mock scores were used to predict their performance in WASSEC examination. Frequency count and percentages were used for answering research questions while Pearson Product Moment Correlation Coefficient was used to test the hypotheses. Findings showed that continuous assessment and common-mock scores were good predictors of Economics students' academic performances in WASSCE. Further result indicated that there is a significant relationship between common mock scores and academics performance of male and female students in Economics WASSCE may/June 2011-2019 years in Nasarawa State secondary schools among others. It was recommended among others that educational stakeholders should ensure that only students whose pass at credit level in continuous assessment and mock exam scores should be allow to register for WASSCE.