Peter Mugo GatharaIsabella Musyoka-KamereMwende, Felistus2023-10-242023-10-242023-04http://ir-library.ku.ac.ke/handle/123456789/27062A Research Project Submitted in Partial Fulfilment for the Award of Degree of Master of Education (Comparative Education and International Studies) in the School of Education and Lifelong Learning of Kenyatta University, 2023In many Anglophone institutions of learning, English literacy acquisition (ELA) is considered one of the major steps in the development of learners. This study sought to evaluate formative assessment and its implications on English literacy acquisition in public primary schools in Matungulu Sub-County, Machakos County, Kenya. Specific objectives included: to describe the challenge faced in use of formative assessment in the teaching of English literacy acquisition in class six in selected public primary schools in Machakos County; to review the professional qualifications of teachers and their influence on the utilization of formative assessment in English literacy acquisition in selected public primary schools in Machakos county; to review the performance of pupils in class six in English literacy acquisition in selected primary schools in Machakos county using Uwezo Kenya tools; and to identify the availability of scholastic materials that are used for teaching and learning of English literacy acquisition among the pupils in selected public primary schools in Machakos County. The study used a descriptive survey design and was based on Halliday’s (2003) language-based theory of learning. The study used simple random sampling to select schools, pupils, and teachers. Head teachers were selected purposively. The study used questionnaires, interview schedules, pupils’ test and checklists to collect data. The study used a sample that comprised of pupils, teachers and head teachers, drawn from 22 sample schools from a population of 99 schools. Quantitative data was processed using SPSS version 21 and results organized and tabulated in percentages and frequencies. Qualitative data was coded and organized in themes. The study drew its justification from the apparently low learning outcome in basic reading literacy in Matungulu sub-county, in order to achieve 100% basic reading literacy rates among the primary school pupils. Findings indicate that teachers made a good effort in the utilization of formative assessment even though they require opportunities for retooling to be up-to-date with new trends. Teachers, however, experienced an insufficiency in writing and even reading materials for class 6 pupils as well teachers’ guidebooks. Again, class six pupils had the literacy competences they needed to have developed while at grade two level even though 36% were still at story level and with a further 1% at paragraph level. Nonetheless, teachers were found to face challenges related to planning for instruction for acquisition of literacy skills as well as designing lessons. The study concluded that whereas the development of the literacy skills was on the right trajectory, continued capacity building through in-service trainings on formative assessment are bound to further foster acquisition of literacy skills and competencies. The study recommends exposure of language teachers to more refresher courses and in-service trainings to sustain their efforts in developing literacy competences on the part of the learners.enFormative AssessmentEnglish Literacy AcquisitionPublic Primary SchoolsMachakos CountyKenyaThesis