Short Student Biography:
Asewe George Otieno is a professional teacher and a part time lecturer with more than ten years
experience. He is a goal oriented man who is always motivated by acheivement of organisation
goals. He is a self driven individual who works with minutest sepervision.
George is a graduate from the University of Nairobi with Bachelor of
Education (Arts) as well as Masters of Education in Measurement and
Evaluation from the same institution. George has done a research project
on Assessment for Learning and Mathematics Achievement in Public
Secondary Schools in Nairobi County, Kenya. He has also written a journal on The Effect Of
Feedback Provision on Learner’s Mathematics Performance which is under review by the
superrvisor for publication. In his field, he has made lots of achievements including drastic maths
improvement in K.C.S.E as well as developing positive attitudes in learners towards solving life
challenges. George has a desire to learn more and this has been proven by his continuous
acquisition of more education. The layout of his project is as shown below.
Project Summary
PROJECT TITLE: ASSESSMENT FOR LEARNING AND MATHEMATICS ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN NAIROBI COUNTY, KENYA
ABSTRACT
The paradigm shift in educational evaluation as well as assessment in educational system is to
ensure that assessment achieves its basic purpose and objective, which is to improve students’ learning.
This leads to real life competencies, better discourse in discipline area, more collaborative learning, self-
evaluation principles, and better assessment for learning pedagogic practices. The study’s purpose was
to determine if assessment for learning makes a difference in learner’s mathematics performance.
The study’s objectives were: a) to determine if feedback provision to learners has an effect on their
achievement in mathematics; b) to assess if active involvement of students improves their
performance in mathematics; c) to establish the challenges encountered by instructors when
implementing AFL in mathematics; d) to determine if self-assessment has an influence on the
student’s math attainment. The outcomes of the study provide information to teachers concerning
their teaching success which is essential for modifying their teaching method to suite the learners,
helps administrations in identifying difficulties encountered by educators when implementing the
assessment for learning and therefore hence provide adequate facilities and approaches in
enhancing their teaching process which may finally improve overall school performance, the
findings assists curriculum developers in evaluating the curriculum and put emphasis on AFL
practices, enable the teachers to know the learners views and incorporate them in their teaching by
developing appropriate approaches to meet the learner’s needs and the outcomes sustain and
strengthen learners’ effort and motivation in order to build up the self-esteem of low achieving
learners. The research was directed by constructivist theory which is a philosophical theory about
how it is the learners come to know things. The study employed descriptive design in form of
questionnaire and quasi-experimental, utilizing pretest posttest equivalent group. Pretest and
posttest were from surds and commercial arithmetic II topics respectively. The target population
involved the public high schools within Nairobi County while the research population was math
teachers and learners of form three. Sampling technique of purposive was utilized to obtain 5
public secondary schools with average performance. Content and face validities were used to
validate the instruments and test-retest approach was utilized for reliability estimation. Statistical
Package for Social Sciences (SPSS version eleven.5) was utilized for data analysis by comparing
the mean scores of the control and experimental groups. The outcomes were organized into charts
and graphs. According to outcomes where the experimental group showed an improvement of
+7.675 as mean score, it was concluded that AFL contributes significantly to learner’s achievement
in mathematics.