Journal of Education, Society and Behavioural Science

Aim: This study aimed at analyzing the contribution of coursework to the overall performance of a university student with specific reference to the Department of Economics, at the St. Augustine university of Tanzania (SAUT).
Study Design: The study design was time series study design that employed data for six semesters of three years consecutively.
Place and Duration of Study: The place of study was at the St. Augustine University of Tanzania and the duration was one and half years. The study was conducted between April 2011 and October 2012.
Methodology: An econometric Logit model was specified since performance was taken as a dichotomous dependent variable. Tests, assignment, and quizzes were taken as predictors of student’s overall performance. Comparison of three consecutive academic years was made from 2009/2010 all along to 2011/2012 using ANOVA analysis.
Results: The results show that using tests and assignments predictors for continuous assessment without quizzes, tests had more weight than assignments in influencing the performance of students. When quizzes were included as predictors of the overall performance, they turned to be insignificant in the 2009/2010 academic year. However, for 20011/2012 academic year, using tests, assignments and quizzes, they all turned to be significant predictors, with tests occupying a central place in influencing the overall performance.
Conclusion: Since tests play a centre stage in determining the overall performance of a student, they should be administered in way that reflects a holistic understanding of a student.