Volume 8, Issue 4, December 2020, Page: 110-114
Feedback Provision and Learner Achievement in Mathematics in Secondary Schools in Nairobi County, Kenya
George Otieno Asewe, Department of Psychology, University of Nairobi, Nairobi, Kenya
Japheth Ododa Origa, Department of Educational Communication and Technology, University of Nairobi, Nairobi, Kenya
Peter Kyalo Mulwa, Department of Educational Communication and Technology, University of Nairobi, Nairobi, Kenya
Received: Sep. 19, 2020;       Accepted: Oct. 7, 2020;       Published: Oct. 20, 2020
DOI: 10.11648/j.ijsedu.20200804.11      View  68      Downloads  24
Feedback remains the mainstay in Assessment for learning. However, feedback stands effective most when given in time, and when is firmly knotted to standards regarding prospects and comprises exact proposals for how to upsurge future achievement and meet education goals. This research was undertaken to investigate the effect of effective feedback provision on learner’s mathematics achievement. The research was quasi-experimental and a pretest/posttest control group design was used. The sample constituted 80 form three learners which were clustered as control as well as experimental groups in the same way. The groups were both pre-tested. The group that was experimental was well taught and the feedback was given as required by Assessment for Learning (AFL) during treatment and the control group wasn’t given feedback throughout the treatment. The pretest before the intervention of the variable had a mean score of 25.7% while after the intervention of the effective feedback provision, the mean score was 56.4%. This shows an improvement a positive of 30.7%. The mean score for the controlled group was 24.4% for the pretest and 24.2% for the posttest which was a fall of 0.2%. In comparison to the experimental group, there was a greater improvement than a control group. A conclusion was reached that effective provision of feedback has a positive effect on learner achievement in mathematics.
Feedback, Learner’s Achievement, Mathematics
To cite this article
George Otieno Asewe, Japheth Ododa Origa, Peter Kyalo Mulwa, Feedback Provision and Learner Achievement in Mathematics in Secondary Schools in Nairobi County, Kenya, International Journal of Secondary Education. Vol. 8, No. 4, 2020, pp. 110-114. doi: 10.11648/j.ijsedu.20200804.11
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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