A CRITICAL ANALYSIS OF THE IMPACT OF CONTINUOUS ASSESSMENTS DYNAMICS ON THE LEARNERS ATTITUDE TOWARDS MATHEMATICS IN SECONDARY SCHOOLS IN KENYA
Abstract
The purpose of the study was to critically analyse the impact of the dynamics of continuous assessments on learner’s attitude towards mathematics in Kenyan Secondary Schools. The continued poor performance in mathematics may be attributed to the students’ poor attitude towards the subject. How the learners develop a poor attitude towards the subject prompted the researchers, who teach mathematics to carry out this study? Learners encounter various forms of assessments in mathematics on daily basis. The objectives of the study were: a) To critically analyse the impact of monitoring of assessments on the attitude towards mathematics in secondary schools in Kenya, b) To find out the impact of the quality of assignments on the attitude of learners towards mathematics n secondary schools in Kenya, c) To determine the impact of peer influence towards assessments on the attitude towards mathematics in secondary schools in Kenya, d) To evaluate how resources used to give assessments affect the attitude of learners towards mathematics n secondary schools in Kenya, e) To establish the impact of reinforcements on the attitude of learners towards mathematics in secondary schools in Kenya. A qualitative research was carried out using a critical analysis design. The study concluded that the continuous assessment dynamics in mathematics go a long way in leaners developing a negative attitude towards the subject. The researcher recommended that: schools should come up with assessment policies to help in monitoring continuous assessments, teachers need to be in serviced on the construction and use of continuous assessment, schools need to have a variety of learning materials other than text books and schools need to nature a positive culture towards mathematics.
Article visualizations:
Keywords
References
Airssian P. W. (1991). Classroom assignment. New York, McGraw–Hill.
Coon, D. (1991). Essentials of Psychology, Exploration and application; Fifth edition; West publishing company, ST. Paul, Los Angeles, San Francisco.
Freedman, R.L. (1998). Constructivist assessment practices, http://www.Edpsued/csjournals (1998 sets) T 1-7 Freedom, RTF.
Gagne, R. M. (1985).Perspective on educational psychology. Paper given as a part of the American Educational Research association Convention Symposium “perspectives on educational psychology”, Chicago, IL.
Glover, J.A. & Bruning, R. H. (1987). Educational psychology, principles and applications. Little, Brown and Company, Canada.
Johnston, W. S. (2013). Measuring mathematical resilience. An application of the construct of resilience to study maths. Data downloaded through http://www.national.numeracy.org.uk
KNEC (2004-2009).KCSE Examination report, Nairobi, KNEC.
Ogoye, et al (2007). International education journal, ISSN 1443 – 1475 Shannon research press.
Takele, A. (2012). The state of continuous assessment in secondary schools, Oromah special zone Addis Ababa University.
DOI: http://dx.doi.org/10.46827/ejes.v0i0.436
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Luke Mmasi, Ruth W. Thinguri
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
