IMPACT OF THE FIVE KEY FORMATIVE ASSESSMENT STRATEGIES ON LEARNER’S ACHIEVEMENT IN MATHEMATICS INSTRUCTION IN SECONDARY SCHOOLS: A CASE OF NANDI COUNTY, KENYA
Chemeli Janeth - Department of Curriculum Instruction and Educational Media, School of Education, Moi University, Kenya
ABSTRACT
Formative assessment approaches are very efficient in improving learners’ achievement in Mathematics instruction. However, there is paucity in literature in Kenya on the impact of the five key formative assessment strategies on learners’ achievement 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 determine the Impact of the five key Formative Assessment Strategies (FAS) on Learner’s Achievement in Mathematics instruction in secondary schools in Nandi County, Kenya. The study utilized Pre-Posttest control Quasi-experimental mixed method intervention design. A sample of 534 Form three students (54% male and 46% female) and 33 teachers (76% male and 24% female) participated in the study with 227 students and 15 teachers in the experimental group and 307students and 18 teachers in the control group. Both groups were taught same topic in Mathematics for duration of six weeks with experimental group taught using the five FAS, while the control group taught using normal methods. Pretests and posttests were administered to both groups and data was collected using Student Mathematics Achievement Test (SMAT), observation schedule and teachers’ focus group interviews. Data was analyzed using independent sample t-test, means, and thematic analysis. The findings from the study revealed that there was a positive impact on learners’ achievement (p= 0.00, <0.05 with F=11.23, t=14.82). Reasons for positive impact were: FAS eased the teachers’ workload, raised learners ’attitudes & interest, improved learners’ critical thinking and teachers and students enjoyed using FAS. Also it was revealed that the five FAS improved learners’ acquisition of problem solving skills (M=1.77, M=4.57) before and after the intervention respectively (increased learners’ motivation, collaboration, participation, response to questions, reasoning ability). It was concluded that the five key FAS have a positive impact on learners’ achievement in terms of performance improvement and acquisition of problem solving skills. The study recommends that Mathematics instructors should increase the use of five key FAS during instruction. They should also embrace social constructivism by frequent assessment of learners’ Zone of proximal development, use right scaffolds and emphasize on the importance of More Knowledgeable others and understanding of learners’ context in Mathematics instruction. The findings will give an insight to Mathematics Educators, curriculum reviewers to rethink effective implementation of the five key FAS to improve learners’ achievement towards sustainable development goals.
