IMPACT OF PERFORMANCE-BASED ASSESSMENT ON STUDENT LEARNING OUTCOMES IN TERTIARY INSTITUTIONS IN RIVERS STATE

Abstract

This study investigated the impact of performance-based assessment (PBA) on student

learning outcomes in tertiary institutions in Rivers State. The objectives were to determine

the extent of PBA implementation, examine its effect on academic achievement, assess its

impact on higher-order skills, and investigate its influence on students’ motivation, academic

resilience, and self-efficacy. A quasi-experimental pretest–posttest design with treatment

and control groups, complemented by descriptive surveys, was employed. Data were

collected from 420 undergraduate students and 30 lecturers using achievement tests,

performance rubrics, questionnaires, and observation checklists. The findings showed that

PBA was variably implemented but significantly improved academic achievement, higherorder skills, and psychosocial outcomes compared with traditional assessment. Students in

the treatment group demonstrated greater gains in problem-solving, communication,

application of knowledge, motivation, resilience, and self-efficacy. The study concludes that

PBA is an effective approach for enhancing both cognitive and affective learning outcomes

and recommends institutional support, lecturer training, resource provision, and ongoing

monitoring to maximize its impact.