Effects of Frequent Assessment on Achievement and Attitude in Mathematics in Kenya, A Case Study of Migori Sub-County

Abstract

The purpose of the study was to establish whether frequent mathematics assessment enables the learner to achieve high scores in form four. Most schools are employing this method yet they are not sure whether performance in mathematics can improve on using frequent testing. The findings will enable the teachers to employ those methods that have positive effects on the performance of learners and avoid those that are not fruitful to the learners in motivating high achievement in mathematics. The researchers selected senior mathematics teachers and form four students from public schools in Migori Sub-County. The sample was determined using simple random sampling technique recommended by Krejcie and Morgan (1970). The instrument that the researchers used was a questionnaire for each selected student and the senior mathematics teacher in every school. Closed ended questionnaires were used to collect the primary data. Questionnaires were preferred by the researcher because they are relatively cheap, it is free from bias of the interviewer, the respondents have adequate times to give a well thought out answer to the question and communication to respondent is easier through a questionnaire. The questionnaire was administered by the researchers. The study established that frequent assessment leads to improved performance at KCSE level. Most of the respondents strongly agreed that frequent assessments lead to higher achievement. Roediger and Karpicke (2016) have stated that frequent testing has a positive effect on retention and thus leads to high achievement. This study established that frequent assessment reduces anxiety when sitting for exams and this leads to high achievement in mathematics. Dustin (2011) showed that students’ anxiety decreased in where frequent assessment was used. Also McDaris (2014) noted that frequent short testing tends to significantly reduce students anxiety. The studies completely agree with the findings in this study that frequent assessment reduces anxiety in exams leading to high achievement. This study hypothesized that frequent assessment leads to high achievement in mathematics. The findings supported the hypothesis. If frequent assessment reduces anxiety then this leads to better performance at KCSE. According to responses from the respondents frequent assessment leads to better performance