Pre-Primary Teachers Perception of Classroom Evaluation and Types of Assessment Activities for Learners in Kiambu County, Kenya.

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dc.contributor.advisorWanjohi Githinjien_US
dc.contributor.authorRichu, Margaret Wanjiku
dc.date.accessioned2023-08-04T08:36:34Z
dc.date.available2023-08-04T08:36:34Z
dc.date.issued2023
dc.descriptionA Research Project Report Submitted in Partial Fulfillment of the Degree of Master of Education (Early Childhood Studies) of Kenyatta Universityen_US
dc.description.abstractThe purpose of the study was to find out Teachers’ perception of classroom evaluation on types assessment activities for learners joining grade one in Githunguri Sub-County. This is because the Basic Education Act in Kenya distinctly specify that learners transiting to grade one from pre-primary should not be subjected to sitting an examination as a pre-requisite to join grade one. This also comes at a time when the CBC curriculum is being implemented. Despite this, studies show that teachers still perceive examination as the best measure of transiting learners from pre-primary to grade one. There is no documented study on pre-primary school teachers’ perception of classroom evaluation and types of assessment activities in Githunguri Sub-County, hence the need for the study. In theoretical framework, the study adopted Blooms Taxonomy of educational objectives which focuses on the learning domains. The study used mixed methods approach. This design was suitable because it allowed the researcher to collect first-hand information on the pre-primary school teachers’ perception of classroom evaluation and also it allowed triangulation of research instruments. The study was carried out in public and private pre-primary schools in Githunguri Sub-County. The target population was all pre-primary school teachers, all pre-primary school parents and all pre-primary school learners in Githunguri Sub- County. Purposive sampling was used to sample the pre-primary schools and the preprimary school teachers, simple random sampling was used for the pre-primary school parents and systematic sampling for the pre-primary school learners. Interview schedules, observation schedules, focus group discussions and documentary analysis were used as data collection tools. Data collected was organized using atlas.ti software and open coding as well as thematic analysis of research objectives. The findings were presented using tables, frequencies, percentages and verbatim quotations. The findings showed that grade one entry examination is perceived as the most preferred way of evaluating learners. The teachers also perceived classroom evaluation that uses a variety of activities as most effective. The teachers evaluated language and mathematics frequently leaving other learning areas. The results from grade one entry tests are used in placing learners to lower primary. The assessment activities used by teachers include homework, classroom activities, portfolios and tests. There is a significant relationship between perception of classroom evaluation and assessment activities. Recommendations were made by the researcher to the curriculum developers, county government, ECDE teachers and ECDE parents to ensure that they participate fully in classroom evaluation assessment activities in the best way possible.en_US
dc.description.sponsorshipkenyatta universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/26537
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectPre-Primary Teachersen_US
dc.subjectClassroom Evaluationen_US
dc.subjectAssessment Activitiesen_US
dc.subjectLearnersen_US
dc.subjectKiambu Countyen_US
dc.subjectKenyaen_US
dc.titlePre-Primary Teachers Perception of Classroom Evaluation and Types of Assessment Activities for Learners in Kiambu County, Kenya.en_US
dc.typeThesisen_US
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