Formative Evaluation and Its Influence on Academic Performance in Biology Among Students in Secondary Schools in Siaya County, Kenya
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Date
2025
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EdinBurg
Abstract
Purpose: The study aimed to investigate how formative evaluation influences learners’
academic achievement in biology in high schools in Siaya County, Kenya. The research is
based on three major objectives: to determine how feedback on formative evaluation relates to
the performance of learners in biology, to find out how frequency on formative evaluation
relates to the performance of learners in biology, and to establish how learning through
assignments relates with the performance of learners in biology.
Methods: The research used a descriptive research design study. The study targeted 159
secondary schools in Siaya. Through the random sampling method, a sample of 30 respondents
consisting of deputy principals, principals, and teachers, was used to collect primary data.
Qualitative data were analyzed using content analysis. Quantitative data was analyzed using
descriptive statistics and regression analysis.
Results: The study findings showed that feedback on formative evaluation, frequency of
formative evaluation, and learning through assignments had a positive and significant
relationship with learners’ academic performance in biology.
Conclusion: To increase openness in the learning process and set an example for students on
how to acquire new skills, good feedback should be connected to explicit expectations for
students' performance. Additionally, feedback needs to be provided precisely, on time, and
with suggestions for how to improve moving forward. Teachers should regularly and
interactively assess students' understanding in formative assessment-equipped classrooms.
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Citation
Awuor, W. M., Kibaara, J., & Mbirithi, D. M. (2025). Formative Evaluation and Its Influence on Academic Performance in Biology Among Students in Secondary Schools in Siaya County, Kenya. Journal of Education, 5(1), 15-30.