ABSTRACT
This study focused on the Entry Grades and Continuous Assessment Influence on Summative Performance of Office Technology & Management (OTM) students in Colleges of Education, North-Central States, Nigeria. Expo-facto design was used and the population which formed the sample for the study was all the NCE III Office Technology & Management (OTM) students in ten (10) Colleges of Education in North-Central States, Nigeria; the whole population was used for study owing to the low number of the population. Three specific objectives, three research questions as well as the three null hypotheses were raised for the study. The theoretical framework used for this study was Abraham Maslow?s Motivational Theory as adopted by Osuala (2004). The instrument used for collection of data was past records of students? performance rated on a five-point scale. Findings revealed that entry grads of students with distinctions, 5 credits and below do not influence summative academic performance but the continuous assessment. Likewise continuous assessment had no significant influence on summative academic performance of students. Based on the findings, the study recommended among others that continuous assessment scores and grades be standardized similar to results obtained at secondary school levels and final examination scores and used regularly for continuous assessment conduct. The study concluded that entry grades do not influence continuous but not summative performance and continuous assessments do not influence summative academic performance of students.