Frequency of Performance-Based Assessments in Secondary School Computer Studies and its Influence on Students’ Innovation Capacity in Kandara Sub-County, Kenya
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Date
2021
Authors
Musyimi, James N.
Orodho, John A.
Thuo, Onesmus M.
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Education and Practice
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.
Description
Article
Keywords
Performance-Based Assesements, Innovation, Innovation capacity, Secondary school, Computer Studies
Citation
James N. Musyimi,John A.Orodho,Onesmus M. Thuo Frequency of Performance-Based Assessments in Secondary School Computer Studies and Iits Influence on Students’ Innovation Capacity iin Kandara Sub-County, Kenya:urnal of Education and Practice :Vol.12, No.30, 2021