Abstract: The purpose of this study was to examine the effects of continuous assessment on the acquisition of counting skills among preschool learners in Gaborone West, Botswana. A mixed-methods approach was adopted, involving 327 preschool teachers from 20 preschools. Stratified random and purposive sampling techniques were used, while data were collected through close-ended questionnaires and focus group discussions. Quantitative data were analysed using SPSS version 20.0 and one-way ANOVA, while qualitative data were analysed thematically. The findings established that continuous assessment significantly influences counting skills. Challenges affected its implementation, while assessment strategies enhanced learning outcomes. Teachers also viewed continuous assessment as important. The study recommends strengthened implementation in preschools.
Keywords: Continuous assessment, counting skills, preschool learners, early childhood education, teachers, Botswana.
Title: An Investigation Into Continuous Assessment On Acquisition Of Counting Skills Among Early Childhood Learners 4 -5 Years Old In Schools In Gaborone West In Botswana
Author: Lovely Chikombo
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 3, July 2026 - September 2026
Page No: 303-315
Research Publish Journals
Website: www.researchpublish.com
Published Date: 07-September-2026
