International Journal of Academic Pedagogical Research (IJAPR)   Year: 2022 | Volume: 6 | Issue: 5 | Page No.: 44-52 Continuous Assessment and Pupil Academic Performance at Primary Leaving Examinations in Government Aided Schools in Mukono District, Uganda Download PDF Ritah Nansamba, Twesigye Nduhura Abstract: The study examined the relationship between continuous assessment and pupil academic performance. The study sought to achieve objectives; the continuous assessment strategies used by teachers, establish whether there is a relationship between continuous assessment and pupil academic performance and the relationship between teacher knowledge of continuous assessment and pupil academic performance. The study used a cross-section correlation research design. Both qualitative and quantitative approaches were applied ands the study used a sample of 125 respondents .Data was collected using structured and semi-structured questionnaires, interview method and documentary analysis. The study findings revealed that continuous assessment is still wanting in theory and practical subjects Therefore, all stakeholders have to join hands and fight for the common cause of the better service delivery. The study concluded that continuous assessment still has a positive implication on the pupil academic performance and improvement. Continuous Assessment gives credit to class work and it helps the teacher to determine the level of readiness of pupils. The study recommended the involvement of the parents in the teaching and learning process. The government would try to facilitate the government primary aided schools with more classrooms and teachers to handle the big numbers enrolled in schools.