A Qualitative Study on the Impact of Continuous Assessments on Students' Academic Self-Confidence

Abstract

This study aims to explore the qualitative impact of continuous assessments on the academic self-confidence of high school students in Tehran. A qualitative research design was employed, utilizing semi-structured interviews to gather in-depth insights from 23 high school students in Tehran. Participants were selected using purposive sampling to ensure they had substantial experience with continuous assessments. Data were collected until theoretical saturation was reached, ensuring comprehensive coverage of student experiences. The interviews were transcribed and analyzed using inductive content analysis, with initial codes grouped into axial codes and themes to identify the main findings. The analysis revealed five primary themes: positive impacts of continuous assessments, negative impacts, the role of teachers, the sense of academic success, and challenges associated with continuous assessments. Positive impacts included increased motivation and skill development, while negative impacts encompassed stress and decreased self-confidence. The role of teachers in providing meaningful feedback was crucial in boosting students' confidence. However, challenges such as time constraints and workload were identified as factors that could undermine students' self-efficacy. Continuous assessments can significantly influence students' academic self-confidence, with both positive and negative outcomes. While these assessments can enhance motivation and learning when implemented effectively, they may also lead to stress and reduced confidence if not carefully managed. Teachers play a critical role in mitigating the negative effects by offering constructive feedback and support. This study highlights the need for balanced assessment practices that consider individual student needs and psychological well-being.