Perceived influence of students’ performance on chemistry continuous assessment in public secondary schools, Kilifi north sub-county, Kilifi, Kenya
##plugins.themes.academic_pro.article.main##
Abstract
Introduction: The role of continuous assessment practices is to give knowledge and understanding to students in order to motivate and prepare them to achieve good academic performance in chemistry.
The purpose of this study was to investigate the influence of chemistry continuous assessment practices (CCAP) on chemistry performance in public secondary school in Kilifi North Sub-County.
Methodology: A descriptive survey research design was used. Questionnaire instruments were utilized during data collection. Data on chemistry performance was collected `through document analysis. Findings were presented in frequencies, percentages and bar graphs. Pearson’s Product Moment Correlation Coefficient (PPMCC) was used to calculate the correlation between chemistry continuous tests and student’s chemistry performance.
Results: Current efforts to improve chemistry performance by the Head of Department (HOD’s) and chemistry teachers is by administering class exercise, assignment, end term and unannounced exams to students as part of chemistry continuous assessment practices. Board of Management (BoM), Parent Teachers Association (PTA) committee and other educational stakeholders have been committed to provide enough incentives to buy examination assessment materials to be used in teaching and learning process to improve performance.
Conclusion: Based on the types of chemistry continuous assessment tests, female students had highest mean performance compared with male students. Chemistry Continuous Assessment Practices had a positive impact on students’ performance at KCSE examination.
Recommendation: Efforts should be done by all educational stakeholders to focus on effecting types of chemistry continuous assessment practices in all public secondary schools in Kilifi North Sub-County to improve academic performance.
##plugins.themes.academic_pro.article.details##
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
- Borg, W. R., & Gall, M. D. (1987). Educational research: An Introduction (5th ed). McGraw Hill.
- Bruce, H. C., & Neville, P. (1979). Evaluation in education. Oxford Pengamon Press.
- Carnoy, M. (1999). Globalization and educational reform: What planners need to know; Fundamentals of Educational planning Skill Battery scale (SICPSBS). International Journal of paediatrics, 6(11), 8451-8473.
- Clements, D. H., & Sarama, J, (2011). Mathematics learned by young children in an intervention trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Eduacation, 42 (2), 127-166.
- Eshiwani, G. S. (1983). Factors Influencing performance among primary and secondary school pupils in western Kenya province: A policy study. Bureu of Educational Research, Kenyatta University.
- Etienne, P. (2007). Continuous assessment still only on paper. Management International Review, 48, 687-714 doi:10. 1007/s11575-008-013-z.
- Graume, K., & Naidou, H. (2004). Strategic planning and performance of secondary schools in Kisumu East District, Kenya. MoGraw international.
- Kellaghan, T., & Greaney, V. (2003). Monitoring performance: assessment and examination in Africa. World Bank.
- Kellaghan, T., & Greaney, V. (2003). Monitoring performance: Assessment and examination in Africa. World Bank.
- Kilifi County Quality Assurance (2015), Emotional intelligence and academic achievement among secondary school students in kilifi county.
- Leahy, S., Lyon, C., Thompson, M. & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, Basic Books.
- Ministry of Education, (2002). Reform agenda for education sector in Kenya; setting beacons for policy and legislative framework. Government Printer.
- Mugenda, O. M., & Mugenda, A. C. (2009). Research methods: Quantitative and qualitative approaches. ACTS.
- Petit, M., & Zawojewski, J. (2010). Formative assessment in elementary school mathematics classrooms. In D. Lambdin (Ed.), Teaching and learning mathematics: Translating research for elementary school teachers (pp. 73–79). National Council of the Teachers of Mathematics.
- Ogunniyi, M. B. (1984). Educational measurement and Evaluation. Longman Nigeria.
- Omoifo, A. H. (2006) Meanings and consequences: A basis for distinguishing formative and summative functions of assessment. Educational Research Journal, 22(5), 537-548.
- Onuka, A. (2006) Teacher-initiated student-peer assessment: a means of improving learning assessment in large classes. University of Ibadan.
- Onuka, A., Oludipe, B. (2005). Feedback as a poor performance remediation. A Report submitted for publication in journal of Educational, University of Calabar 2005, Nigeria.
- Orodho J. A. (2003). Techniques of writing research proposals and reports in education and social sciences. National Council of the Teachers of Mathematics.
- State department of Early and Basic Education (2004). The drive to access basic education to school aged children. Government Publisher and Individual Differences, 55, 40-48.
- Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student monitoring. Research in Higher Education Journal, 3, 23-33.