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Utilization of formative assessment strategies in mathematics instruction and their impact on learner achievement in secondary schools in Kenya
Formative assessment is Key in Mathematics instruction and thus requires attention for optimization of learners‘ achievement. There is need for effective utilization of the five formative assessment strategies(FAS) including; clarifying and sharing learning intentions and criteria for success, engineering effective classroom discussions questions and learning tasks, feedback that moves learners forward, self assessment and peer assessment. The study sought to investigate the utilization of formative assessment strategies in Mathematics instruction and their impact on learners‘ achievement in secondary schools in Nandi County, Kenya. Specifically the study investigated the level of use of the five effective formative assessment strategies in Mathematics instruction, determine the impact of the five effective formative assessment strategies on learners‘ achievement in Mathematics, ascertain learners‘ and teachers‘ perceptions on the use of the five effective formative assessment strategies in Mathematics instruction, fitted a structural association model for learners achievement in mathematics instruction and investigated teachers‘ support on effective implementation of the five formative assessment strategies in mathematics instruction. The study was guided by Wiliam and Thompson framework of formative assessment, grounded in Vygotskys‘ Socio-constructivist theory of learning and Heritage‘s model of formative assessment. Pre-Posttest control Quasi-experimental mixed method intervention design was employed. Both quantitative and qualitative data were collected. The study involved form three students, their mathematics teachers and head teachers. Proportionate stratified random sampling was used to select twelve schools while simple random sampling was used to select classes and subjects; 534 students, 33 teachers and 12 head teachers. Data was collected using questionnaires, mathematics achievement tests, interviews and observation schedule. Piloting was done using test retest method, data was subjected to Cronbach alpha and reliability obtained was 0.914 and 0.907 for teachers‘ and students‘ questionnaires respectively. Validity of instruments was determined using expert help. Quantitative data were analyzed using frequencies, percentages, means, correlation analysis, independent sample t-test and structural equation modeling (SEM) whereas qualitative data were analyzed thematically and presented in form of excerpts and qualitative descriptions. The results indicated that there was: low utilization of FAS in Nandi County due to lack of understanding and awareness of FAS, a positive impact on learners‘ achievement (p= 0.00, <0.05 with F=11.23, t=14.82), a positive influence on the teachers‘ and learners‘ perceptions ( F=15, t=4.4, p=0.00< 0.05 for teachers and F=1.7, t=17.2, p=0.00 for students) in mathematics instruction, Structural association model fits well the data (X2=49.14, p=0.508, CFI=1, GFI=0.97, RMSEA=0.026) and there was inadequate teachers‘ support on the implementation of the five FAS (majority were on the affirmative) .It was concluded that teachers do not understand formative assessment strategies, effective utilization of FAS has a positive impact on learners‘ achievement and a positive influence on the teachers‘ and learners‘ perceptions in Mathematics instruction, All the five FAS can be used to predict learners‘ achievement and there is need for adequate support for effective implementation of FAS in Nandi County. The study recommends that Ministry of Education should create more awareness and understanding of FAS through more in-service training and Professional Learning Communities, institutions of teacher training and Curriculum reviewers to rethink FAS and more support to be offered to teachers for effective and successful implementation of FAS in Mathematics instruction towards achievement of sustainable development goals.
Uploaded by: Japheth NoelAuthor: Chemeli, Janeth
Institution: Moi University | Centre: East and South African-German Centre for Educational Research, Methodologies and Management (CERM-ESA)
Thesis Supervisor(s): Chumba, Sammy K.
Thesis Supervisor(s): Speck, Karsten | Kisilu, Anne
Type: Theses | Doctoral | English
Subjects: Education
Date: November 2018 | Pages: xviii, 276
Copyright: The Author | License: Open Access
