Teaching methods and continuous assessments (CA) are core aspects of every academic program because they serve as avenues for pedagogical deliveries and evaluation of the effectiveness of the teachers’ instructions delivered to the students. Consequently, there are various ways in which teaching can be done and students can be assessed. However, preliminary investigations have revealed the prevalence of lectures and tests as the most preferred teaching methods and continuous assessment among educators. This underscores why this study evaluates the preferences for teaching methods and continuous assessments among library and information science educators in Kwara State, Nigeria. Total enumeration sampling was used to select the 57 LIS educators identified by the researchers for this study. Questionnaires were distributed to the respondents. Findings revealed that the teaching methods preferred by the respondents are lecture, group/collaborative, facilitator, and project-based, while tests, assignments, presentations, and projects are the continuous assessments preferred by them. Results further established that both the teaching methods and continuous assessments preferred by the respondents helped them evaluate the students’ level of understanding of the concepts being taught, helped them teach the students in manners that suit their learning styles, and enhanced interactions and participation. This article, however, reveals variations in the quality of CA methods and inadequate teaching resources and facilities as factors militating against the respondents’ preferment of teaching methods and continuous assessments. This study concludes that the understanding of teaching methods and continuous assessments by LIS educators in Kwara State, Nigeria, makes it possible for them to pick teaching methods and continuous assessments suitable to what they intend to teach. One of the recommendations of this study is that management of institutions offering LIS in Kwara State should endeavour to provide adequate teaching resources and facilities for LIS educators.
Olarongbe et al. (Fri,) studied this question.