To evaluate the new educational system, one policy that cuts across all educational levels in Nigeria is continuous
assessment. To effectively carry out this role, assessment of one kind or the other is prerequisite in a preferred
environment. Continuous assessment is an approach which should depict the full range of sources and methods teachers
use to gather, interpret and synthesise information about learners, information that is used to help the teachers to
understand their learner’s plan and monitor instruction and establish a viable classroom culture. This study examined
environmental variables as determinants of mathematics continuous assessment practice in senior secondary schools in
South West Nigeria. The sample consisted of 300 randomly selected mathematics teachers from South West Nigeria.
Data collected was through self constructed questionnaire centred on environmental variables and mathematics continuous
assessment practice (cognitive, affective and psychomotor).
Result shows that the continuous assessment practice in the Nigerian school system is cognitive oriented.
This shows that only the cognitive is assessed while using number rating for the assessment of affective and psychomotor.
It also shows that environment played significant roles in eliciting the interest of students in studying mathematics and for
effective practice of continuous assessment. The findings also revealed that most of the schools do not have mathematics
laboratory and ICT centres need for continuous assessment and that the students’ psychological home environment is not
convenient for students’ self study in mathematics.
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