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.
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven Research-based Principles for Smart Teaching. John Wiley & Sons
- Amunga, J. K., & Musasia, A. M. (2011). Disparities in Mathematics Achievement Among Secondary Schools. Problems of Education in the 21st Century, 28, 8-11.
- Andrade, H., &Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48(1), 12-19.
- Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. Andrade & G. Cizek (Eds.), Handbook of Formative Assessment (pp. 90-105). Routledge.
- Bercher, D. A. (2012). Self-Monitoring Tools and Student Academic Success: When Perception Matches Reality. Journal of College Science Teaching, 41(5), 23-30.
- Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21.
- Brown, G. T. L., & Harris, L. R. (2013). Student self-assessment. In J. H. McMillan (Ed.). The SAGE handbook of research on classroom assessment (pp. 367-393). Sage.
- Cook, T. D., & Campbell, D. T. (1979). The design and conduct of true experiments and quasi-experiments in field settings. In Reproduced in part in Research in Organizations: Issues and Controversies. Goodyear Publishing Company.
- Hotard, D. J. (2010). The effects of self-assessment on student learning of mathematics
- Johnson, C. S., Gelfand, S. (2013). Self-assessment and writing quality. Academic Research International, 4.4, 571-580.
- Karaman, P. (2021). The Impact of Self-Assessment on Academic Performance: A Meta-Analysis Study. International Journal of Research in Education and Science, 7(4), 1151-1166.
- MacPhail, A. and Halbert, J. (2010). “We had to do intelligent thinking during recent PE”: students’ and teachers’ experiences of assessment for learning in post-primary physical education’. Assessment in Education: Principles, Policy & Practice, 17(1), 23-39.
- Martínez, V., Mon, M. A., Álvarez, M., Fueyo, E., & Dobarro, A. (2020). E-self-assessment as a strategy to improve the learning process at university. Education Research International, 2020.
- Mbugua, Z. K., Kibet, K., Muthaa, G. M., & Nkonke, G. R. (2012). Factors contributing to students’ poor performance in mathematics at Kenya certificate of secondary education in Kenya: A case of Baringo County, Kenya.
- McDonald, B. (2009). Exploring academic achievement in males trained in self-assessment skills. Education, 37(2), 145-157
- Nilson, L. (2013). What is self-regulated learning and how does it enhance learning. Creating Self-regulated Learners: Strategies to Strengthen Students, Self-Awareness and Learning Skills (1-22): Stylus Publishing, LLC.
- Price, K. (2016). The Effects of Self-assessment on Academic Performance (Doctoral dissertation, Goucher College).
- Sharma, R., Jain, A., Gupta, N., Garg, S., Batta, M., & Dhir, S. K. (2016). Impact of self-assessment by students on their learning. International Journal of Applied and Basic Medical Research, 6(3), 226-233.
- Siegesmund, A. (2016). Increasing student metacognition and learning through classroom-based learning communities and self-assessment. Journal of microbiology & biology education, 17(2), 204-214.
- Taras, M., & Davies, M. S. (2013). Perceptions and realities in the functions and processes of assessment. Active Learning in Higher Education, 14(1), 51-61.
- Zimmerman, B. J. (2011). Motivational Sources and Outcomes of Self-Regulated Learning and Performance: Graduate Center of City University of New York. In Handbook of self-regulation of learning and performance (pp. 63-78). Routledge.