Project Summary
Project Title: EFFECT OF STUDENT SELF-ASSESSMENT ON ACADEMIC PERFORMANCE
Abstract:
There is a paradigm shift in thinking which requires authentic learning that has led to focus on
formative assessment. This has caused a challenge to educators. Educational experts have
recommended for the integration of student self-assessment 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. The purpose of this
study was to determine the effect of student self-assessment on academic performance in
secondary schools and if it ensures quality education. This was studied considering mathematics.
The objectives of this study were: a) to determine the classroom assessment practices that arise
while teaching mathematics; b) to determine the effectiveness of student self-assessment in
improving performance in mathematics; c) to determine the perception of teachers and students
towards student self-assessment as a tool for formative assessment, and d) to determine the
attitude of students towards mathematics since attitude towards mathematics is an attribute that
affects mathematics performance. This study adopted a quasi-experimental, pretest-posttest,
nonequivalent control group design for students, survey design for teachers and students. The
study was carried out in secondary schools in Homa Bay County. The study population consisted
of secondary school learners’ context, while the sample consisted of 60-form three learners. The
instruments were determined as validated having been used in previous thesis studies after
getting permission to use. The findings were that, the major classroom assessment practices in
use were discourse, own production and observation. Self-assessment and other alternative
assessment strategies were rarely used. Student’ self-assessment strategy was not effective in
improving academic performance in mathematics. Teachers held mixed perceptions towards self-
assessment strategy with the behavioral feelings being the major reasons for integrating the
strategy while the control feelings formed the major reasons for not implementing the strategy.
Majority of the students applauded self-assessment strategy. Most of the students had positive
attitude towards mathematics. The study concluded that the integration of student self-
assessment promoted better performance in mathematics to the extent desirable. The study
recommends that there is need for a policy in education on the integration of the alternative
assessment strategies in the classrooms as formative assessment methods to enhance more
meaningful learning especially student self-assessment. A connection exists between attitude,
learning, performance, and practical use of mathematics competencies. This study recommends
that such a connection be identified at the early stages in a child’s mathematics education.