ASSESSMENT OF COPING STRATEGIES BY ORPHANED LEARNERS AND THEIR ACADEMIC ACHIEVEMENT IN SELECTED PRIMARY SCHOOLS IN KENYA (Published)
Despite the vulnerable status of the orphaned learners, every child in Kenya has a right to quality education that should lead to good performance and achievement of Universal Primary Education (UPE). This study assessed coping strategies by exceptional orphaned learners and their academic achievement in Winam Division in Kisumu County. The theory underpinning the study was self- efficacy theory by Albert Bandura (1994). Descriptive survey design was used in the study. The study population consisted of 43 head teachers, 516 teachers and 3042 orphaned learners in 43 mixed public primary schools. Data was collected by questionnaire, interview schedule and document analysis. Quantitative data was analyzed using frequency counts, means, percentages and standard deviation. Data from the interviews were organized into themes and sub-themes as they emerged through the objective. The study established that; most orphaned learners stay with older siblings, lacked some basic needs and lacked guidance from adults. Hard work, personal ambition, role models from their schools and guidance from teachers were the most outstanding factors that enabled orphaned learners to perform well in their academics. The study recommends that grandparents who care for the orphans be supported financially by the government. The Ministry of Health in collaboration with other stake holders should launch health and nutrition program in schools where the program has not yet been started. Life skills education should be examined like any other subject in the curriculum. There should be a vote head under FPE to cater for orphaned learners’ school requirements. School administration should link orphaned learners who perform well with sponsors to ensure that they continue with their secondary education
Keywords: Academic Achievement, Assessment, Coping Strategies, Kenya, Orphaned Learners, Primary schools.
RELATIONSHIP BETWEEN TEACHER’S FACTORS AND STUDENTS ACHIEVEMENT: A CO- RELATIONAL STUDY OF SECONDARY SCHOOLS (Review Completed - Accepted)
Teacher always played a significant role in the intellectual and moral development of students by using various techniques, assessments and methods to improve the student’s achievement in school’s subjects. This study therefore focuses on the effect of teacher factors; assessment interval, communication language, the distance of residence, the teacher’s personal characteristics (gender, age, academic and professional qualification, designation, experience and in-service training) on the 9th class student’s achievement in three subjects, English, Chemistry and Mathematics at secondary level. The population of the study comprised all “public sector” secondary schools, male and female teachers and boys’ and girls’ students. A total of 16 secondary schools (08 male and 08 female), 114 secondary school teachers (66 male and 48 female) and 2404 students (1400 boys and 1004 girls) were selected through purposive sampling techniques. Multiple statistical procedures, Spearman and Pearson correlation, mean and standard deviation were employed to obtain stronger validity to the study. The results of the study revealed that there was no significant relationship between many teachers’ related factors and the student’s achievement at the secondary level.
Keywords: Assessment, Language, Qualification, Teaching Methods, Training
EVALUATION OF SOCIAL STUDIES STUDENTS’ LEARNING USING FORMATIVE ASSESSMENT IN SELECTED COLLEGES OF EDUCATION IN GHANA (Published)
Evaluation of students is an integral part of teaching and learning in Social Studies in the Colleges of Education in Ghana and is beneficial to both students and tutors if use formatively. This could be achieved if, tutors follow the laid down procedures in administering formative assessment in their colleges.This study adopted a case study research design. The study was carried out in three Colleges of Education in the Central Region of Ghana. The data were used together to form one case. Both the Tutors and the Colleges were purposively and conveniently selected for the study. Interviews and classroom observation were used. The semi-structured interview guide and the structured classroom observation setting checklists were administered to nine (9) Social Studies tutors. It was found that evaluation in the classroom motivates tutor-student relationship in formative assessment but it was observed that most of the tutors were not using concrete evaluation feedbacks. Clarifying and sharing learning intentions and criteria for success foster effective classroom discussions and learning tasks in formative assessment. Tutors agreed that the use of Formative Assessment Classroom Techniques (FACTs) is an integral part of teaching and learning
Keywords: Assessment, Evaluation. Students, Formative assessment, Learning, Social Studies
The Implications of Learning Theories to Assessment and Instructional Scaffolding Techniques (Review Completed - Accepted)
Learning theories, which provide a profound coherence and understanding in changing teaching practices and standards, are imperative to the choice and employment of assessment and instructional scaffolding techniques. The paradigm shift of assessment “of” learning to assessment “for” learning has brought diversity to educational practice especially in the propagation of creativity and critical thinking among students. Faculty members are to embrace this challenge of systematization of assessment and instructional scaffolding techniques if they are committed to effective teaching and learning. Hence, they need to extend feedback and feed-forward mechanisms and model situations for the learners to engage in appropriate action which lead them to the closure of the gap between current and good performance
Keywords: Assessment, Assessment as Learning, Assessment for Learning, Assessment of Learning, Instructional Scaffolding, Learning Theories