Frequency of Performance-Based Assessments in Secondary School Computer Studies and its Influence on Students’ Innovation Capacity in Kandara Sub-County, Kenya

Abstract

The central purpose of carrying out this study was to establish the extent to which the frequency of Performance- Based Assessments (PBAs) in secondary school Computer Studies influences students’ innovation capacity. A correlational research design was used to conduct the study. Stratified sampling using proportional allocation and random sampling were used to select a total of 313 Computer Studies students from a target population of 1561 students. Data on the frequency of PBAs and students’ innovation capacity was collected through Computer Studies Students questionnaire whose Cronbach Alpha coefficient,α for internal consistency was 0.817. Pearson moment correlation and simple linear regression were used to analyze data inferentially. The study found a low frequency of PBA use in Computer Studies in the secondary schools which had negatively influenced students’ innovation capacity. The study recommends an increased frequency of PBAs in the subject’s curriculum implementation and close monitoring of Computer Studies PBAs implementation in order to ensure that teachers implement them more often.