Formative Evaluation and Its Influence on Academic Performance in Biology Among Students in Secondary Schools in Siaya County, Kenya
DOI:
https://doi.org/10.70619/vol5iss1pp15-30Keywords:
Formative Evaluation, feedback, frequency, learning through assignments, academic Performance, BiologyAbstract
Purpose: The study aimed to investigate how formative evaluation influences learners’ academic achievement in biology in high schools in Siaya County, Kenya. The research is based on three major objectives: to determine how feedback on formative evaluation relates to the performance of learners in biology, to find out how frequency on formative evaluation relates to the performance of learners in biology, and to establish how learning through assignments relates with the performance of learners in biology.
Methods: The research used a descriptive research design study. The study targeted 159 secondary schools in Siaya. Through the random sampling method, a sample of 30 respondents consisting of deputy principals, principals, and teachers, was used to collect primary data. Qualitative data were analyzed using content analysis. Quantitative data was analyzed using descriptive statistics and regression analysis.
Results: The study findings showed that feedback on formative evaluation, frequency of formative evaluation, and learning through assignments had a positive and significant relationship with learners’ academic performance in biology.
Conclusion: To increase openness in the learning process and set an example for students on how to acquire new skills, good feedback should be connected to explicit expectations for students' performance. Additionally, feedback needs to be provided precisely, on time, and with suggestions for how to improve moving forward. Teachers should regularly and interactively assess students' understanding in formative assessment-equipped classrooms.
References
Ajogbeje, O. J. (2012). Effect of formative testing on students’ achievement in junior secondary school Mathematics. European Scientific Journal.
Alonge (2004). Measurement and evaluation in education and psychology. Ado-Ekiti: Adebayo Printing Nig. Ltd.
Andrade, H. & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48 (1), 12-19. http://dx.doi.org/10.1080/15290824.2015.1004408.
Andrade, H., Lui, A., Palma, M., & Hefferen, J. (2015). Formative assessment in dance education. Journal of Dance Education, 15(2), 47-59. http://dx.doi.org?10.1080?15290824.2015.1004408
Bergan, J. R., Sladeczek, I. E., Schwarz, R. D. & Smith, A. N. (1991). Effects of a measurement and planning system on kindergartener’s cognitive development and educational programming. American educational journal.
Bulut, O., Gorgun, G., Tan, B., Wongvorachan, T., Yildirim-Erbasli, S., & Clelland, A. (2023). Self-Regulated Learning Through Online Formative Assessments: The Effects of Assessment Frequency and Participation on Student Performance. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 1406-1409. International Society of the Learning Sciences.
Burner, T. (2016). Formative assessment of writing in English as a foreign language. Scandinavian. Journal of Educational Research 60 (6), 626-648.
Cates, L. G., & Erkfritz, N. K. (2007). Effects of interspersing rates on students’ performance on and preferences for mathematics assignments: Testing the discrete task completion hypothesis. Psychology in the Schools 44 (6), 615-625.
Crooks, T. (2007). Key factors in the effectiveness of learning. Paper presented at the meeting of American Education Research Association, Chicago, II.
Fong, C. J., Schallert, D. L., Williams, K. M., Williamson, Z. H., Lin, S., Kim, Y. W., & Chen, L. H. (2021). Making feedback constructive: the interplay of undergraduates' motivation with perceptions of feedback specificity and friendliness. Educational Psychology, 41(10), 1241-1259.
Fuchs, L. S., & Fuchs, D. (1986). Effects of Systematic Formative Evaluation: A Meta-Analysis Exceptional Children, 53 (3), 199-208.
Gjerustad, C., & Opheim, V (2014). Impact of frequency of student assessment and assessment methods on students’ academic performance.
Guven, U. (2017). The Relationship between Testing Frequency and Student Achievement in Eighth-Grade Mathematics: An International Comparative Study Based on TIMSS 2011. Duquesne University.
Haq, M. N. U., Shakil, A. F., & Din, M. N. U. (2020). Impact of Homework on the Student Academic Performance at Secondary School Level. Global Social Sciences Review, 1, 586-595.
Hupert, N., Heinze, J., Gunn, G., Stewart, J. & Honey, M. (2007). An analysis of Technology-Assisted Progress Monitoring to Drive Improved Students Outcomes. NY: Wireless Generation.
James, U. I., Odo, E. B., & Nnaemeka, O. M. (2017). The impact of classroom assignments on students’ performance in junior secondary school mathematics in awgu educational zone of Enugu State. International Journal of Engineering, Science and Mathematics, 6(8), 341-348.
Latif, E., & Miles, S. (2011). The impact of assignments on academic performance. Journal of Economics and Economic Education Research, 12(3), 1-12.
Leshem, S., & Trafford, V. (2007). Overlooking the conceptual framework. Innovations in Education and Teaching International.
Mahshanian, A., Shoghi, R., & Bahrami, M. (2019). Investigating the differential effects of formative and summative assessment on EFL Learners’ End of term achievement. Journal of Language teaching and research.
Mensah, C. N., Dauda, L., Boamah, B. K., Salman, M., Appiah-Tum, F., & Tachie, K. A. (2019). Technological innovation and green growth in the organization for economic cooperation and development economies. Journal of Cleaner Production 240, 118204.
Mugenda, O. M. & Mugenda, A. G. (2009). Research Methods: Quantitative and Qualitative Approaches. Nairobi: ACTS Press. (7), 4-14.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.
Owiti, V. A. (2023). Assessing the Effectiveness of Formative Assessment in Secondary Schools in Kenya: a Case Study of Form 3 Chemistry Students (Doctoral dissertation, University of Nairobi).
Sahoo, S., Tirpude, A. P., Tripathy, P. R., Gaikwad, M. R., Giri, S., & Tirpude, A. (2023). The Impact of Periodic Formative Assessments on Learning Through the Lens of the Complex Adaptive System and Social Sustainability Principles. Cureus, 15(6).
Shuster, K. (2014). A formative evaluation of perspectives for a diverse America. Learning for Justice. https://www.tolerence.org/publication/formative-evaluation-perspectivesdiverse-america-final-repo
Snowball, J., & Sayigh, E. (2007). Using the tutorial system to improve the quality of feedback to students in large class teaching. South African Journal of Higher Education 21, 321-333.
Songsirisak, P., & Jitpranee, J. (2019). Impact Of Homework Assignment on Students. Journal of Education Naresuan University, 21(2), 1-19.
William, D. (2011). Embedded formative assessment. Bloomington. IN: Solution Tree Press
