Introduction Over the years, researches on factors that influence academic performance of students have attracted the interest of not only researchers but concern of teachers, counselors, psychologists, and school administrators as well. Thus,identifying the factors in determining academic success is a major concern of researchers for the purpose of developing an education curriculum aimed at improving levels of academic performance. This calls for examining the reasons for individual differences in students’ academic performance. Hew (2019) explained Academic performance as the extent to which a student, teacher or institution has achieved their short or long-term educational goals. However, in regards to the present study, academic performance of a student can be seen as the extent to which a student has achieved in the academic works given to them within a period of time. The importance of academic performance of students, especially at the basic level cannot be overemphasized. This is because t he social and economic development of the country is directly linked with student academic performance. According to Soribe (2014), the students’ performance (academic achievement) plays an important role in producing the best quality graduates who will become great leader and manpower for the country thus responsible for the country’s economic and social development. Academic performance is a very essential issue in Nigerian secondary schools,especially the students in secondary level who would enter universities for further studies. For Nigerian students to perform very well academically, it is crucial to review from time to time the method of learning in the schools and establish the major ways of regularly checking on the performance of the students. Ekwe (2015) carried out a survey in some selected secondary schools in Izza North LGA of Ebonyi state to identify some major causes of low academic performances in students. Major among the issues raised was lack of continues assessment by the teachers.According to Ekwe (2015) many teachers today have disregarded the importance of continues assessment in determining the progress and performance of the students. It is noteworthy to state that continues assessment is basically used to find out how much student has acquired in terms of knowledge and learning skills. The assessment can be continuous, final examination or a combination of both. The method of assessment per se is not the target but its impact on student learning is important. Hall (2015) noted that it is designed with the aim of sustaining quality of learning throughout a period of semester or term.Gawood (2017) explained that the term ‘continuous assessment’ is used to describe assessments that are completed during the course module. The method is also referred to as curriculum integrated assessment or embedded assessment. Continuous assessment can replace the final assessment or can be combined with the final assessment to calculate a final grade Aina (2014) Continuous assessment involves the administration of several tests instead of a single final examination; continuous assessment assists students to identify their strong and weak areas and also makes teachers to be more involved in his or her works. According to Ekeada, (2015) continuous assessment is important for assisting teachers to understand the problems affecting the art of teaching, learning and evaluation.Continuous assessment is a formative type of assessment as it aimed at helping both students and the teachers at a time when they can still make any adjustment in teaching and learning Mahul (2012). Continuous assessment covers all area of student learning that is why Natt (2019) stressed that evaluation should not only be based on recalling of facts but also on the affective and psychomotor. Sometimes assessment of student could be in form of project;personal observation by the teacher; take home assignment and class test. Whichever form it might take assessment activities takes much time of the teachers and has an important place both in teachers and students’ lives Njoku(2018)