This research work is entitled “Relationship between continuous assessment and examination scores in social studies and primary education studies courses at University of Abuja”. The purpose of this study was to find out whether significant relationship existed between Continuous Assessment and examinations scores of students, examine if students’ performance in Continuous Assessment can be used to predict their performance in examinations, investigate whether there is sex difference in Continuous assessment and examination performance. The department of Arts and Social Science Education was chosen at random, using the “hat – draw” technique. In the method of data analysis, the main statistical tools used was t – test statistics and the Pearson’s Product Moment Correlation Coefficient. Simple percentages was also computed in explaining the demographic data of the study.  From the study, the results shows that there is no significant differences between the male and female students’ mean performance in Continuous Assessments  and Examination Scores, there is correlation between Continuous assessment and Examination Scores in the courses analyzed and also students continuous assessment scores cannot be used to predict their examination scores. Recommendation were made based on the findings that Nigeria Educational planners should improve the system especially as it affect curriculum experts so that curriculum design and practices would be improve and better evaluation strategies used.

Keywords: Continuous Assessment, Examination, Undergraduate, Scores, Primary Education Studies, Social Studies Education.