Effect of self-assessment strategy on Mathematics performance of public secondary school students with learning difficulties in Homabay, Kenya


Zacharia Onyango Oloo
Karen Turfena Odhiambo


Introduction: There is a paradigm shift in thinking which requires authentic learning which led to focus on formative assessment. This concern has caused a challenge to educators. Educational experts have recommended the integration of student self-assessment strategy in learning process to address this challenge. Self-assessment is a process where learners reflect on the worth of their work, compare their work to the standards, identify gaps and revise appropriately.

Purpose: This study was to determine the effect of self-assessment strategy on mathematics performance of public secondary school students with learning difficulties in Homa-Bay County, Kenya.

Methodology: The study adopted a quasi-experimental, pretest-posttest, nonequivalent control group design. The study was carried out in secondary schools in Homa-Bay County. The population of the study consisted secondary school learners’ context, while the sample consisted of 60 form three learners. The instruments were determined as validated and reliable having been used in previous thesis studies after getting permission to use.

Results: This study found out that the experimental group mean improvement index and standard deviation were higher than those of the control group. Even though the experimental group had a greater mean improvement index as well as the standard deviation, this was statistically insignificant from the t-test. The study concluded that student’ self-assessment strategy was effective in mathematics among secondary school students with learning difficulties.

Recommendations: The study recommended that there was need for a step-up in the integration of the alternative assessment strategies in the classrooms as formative assessment methods to enhance more meaningful learning especially student self-assessment. Further, efforts should be made to ensure both teachers and students embrace the alternative forms of assessments especially self-assessments more so in this era of authenticity.


How to Cite
Oloo, Z. O., & Odhiambo, K. T. (2022). Effect of self-assessment strategy on Mathematics performance of public secondary school students with learning difficulties in Homabay, Kenya. Journal of Educational Research in Developing Areas, 3(3), 246-254. https://doi.org/10.47434/JEREDA.3.3.2022.246


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