Enhancing Learning through Continuous Assessment: Teacher Perspectives on Motivation and Engagement in Libyan Preparatory Schools

Abstract

This study investigates the influence of continuous assessment on student motivation and engagement among preparatory school students in Misurata, Libya. Using a questionnaire administered to 30 English teachers from 6 public schools, the research explores teachers' perceptions of continuous assessment practices, their impact on students, and the challenges and benefits associated with its implementation. The findings reveal that continuous assessment significantly enhances student motivation and engagement, with 93.3% of teachers reporting positive effects on motivation and 96.7% noting improved engagement. Regular feedback and opportunities for improvement are identified as key drivers of these outcomes. However, the implementation of continuous assessment faces challenges, including increased teacher workload (83.3%), limited resources, and a lack of training. Teachers primarily rely on homework assignments and written feedback, indicating a need for greater diversity in assessment methods. The study concludes that continuous assessment has the potential to transform learning experiences in Libyan preparatory schools, provided that teachers receive adequate training, resources, and support. Recommendations include providing teacher training, reducing workload, diversifying assessment methods, improving feedback quality, and allocating resources to support implementation. This study contributes to the growing body of literature on continuous assessment and offers practical insights for educators and policymakers in Libya and similar contexts.