The Effects of Continuous Assessment Practices in History on Students’ Critical Thinking in Secondary Schools within Fako Division in the SouthWest Region of Cameroon

The study examined the effects of continuous assessment practices in History on students’ critical thinking in secondary schools in Fako Division, SouthWest Region of Cameroon. The study was guided by four research objectives: to find out the effects of quizzes on history students’ critical thinking in secondary schools in Fako Division, to find out the effects of assignments on history students’ critical thinking in secondary schools in Fako Division, to find out the effects of presentations on history students’ critical thinking in secondary schools in Fako Division, and to find out the effects of group work on history students’ critical thinking in secondary schools in Fako Division. The objectives were converted to research questions and then to hypotheses. The research design used for the study was a descriptive survey design which combines both quantitative and qualitative approaches. All history students and teachers from selected secondary schools in Fako Division made up the target population. The accessible population consisted of Form Five and Lower Sixth history students and teachers from the selected secondary schools in Fako Division. The sample size consisted of 250 history students and 5 history teachers from public, lay private and confessional schools. Purposive and simple random sampling techniques were used for the study. The researcher used questionnaire for students and interview guide for teachers as instruments for data collection. The instruments were subjected to face and content validity. A pilot test was carried out in a lay private school in Fako Division which was not part of the sample. Coefficient was established using Cronbach's Alpha (α), α = k / (k - 1) × (1 - ∑(s²) / s²). The data were analysed using descriptive statistics with the use of percentages and frequencies and inferential analysis with the use of Pearson correlation to test hypotheses at the level of significance. The findings revealed that quizzes, assignments, presentations, and group work had significant effects on history students’ critical thinking in secondary schools in Fako Division. It was recommended that, teachers should consistently implement quizzes, assignments, presentations, and group work in history lessons, as these continuous assessment practices effectively enhance students’ critical thinking. It was also recommended that, students should actively engage in quizzes, assignments, presentations and group work, as these practices foster their critical thinking skills in history.