Feedback remains the mainstay in Assessment for learning. However, feedback stands effective most when given in time, and when is firmly knotted to standards regarding prospects and comprises exact proposals for how to upsurge future achievement and meet education goals. This research was undertaken to investigate the effect of effective feedback provision on learner’s mathematics achievement. The research was quasi-experimental and a pretest/posttest control group design was used. The sample constituted 80 form three learners which were clustered as control as well as experimental groups in the same way. The groups were both pre-tested. The group that was experimental was well taught and the feedback was given as required by Assessment for Learning (AFL) during treatment and the control group wasn’t given feedback throughout the treatment. The pretest before the intervention of the variable had a mean score of 25.7% while after the intervention of the effective feedback provision, the mean score was 56.4%. This shows an improvement a positive of 30.7%. The mean score for the controlled group was 24.4% for the pretest and 24.2% for the posttest which was a fall of 0.2%. In comparison to the experimental group, there was a greater improvement than a control group. A conclusion was reached that effective provision of feedback has a positive effect on learner achievement in mathematics.
| Published in | International Journal of Secondary Education (Volume 8, Issue 4) |
| DOI | 10.11648/j.ijsedu.20200804.11 |
| Page(s) | 110-114 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2020. Published by Science Publishing Group |
Feedback, Learner’s Achievement, Mathematics
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APA Style
George Otieno Asewe, Japheth Ododa Origa, Peter Kyalo Mulwa. (2020). Feedback Provision and Learner Achievement in Mathematics in Secondary Schools in Nairobi County, Kenya. International Journal of Secondary Education, 8(4), 110-114. https://doi.org/10.11648/j.ijsedu.20200804.11
ACS Style
George Otieno Asewe; Japheth Ododa Origa; Peter Kyalo Mulwa. Feedback Provision and Learner Achievement in Mathematics in Secondary Schools in Nairobi County, Kenya. Int. J. Second. Educ. 2020, 8(4), 110-114. doi: 10.11648/j.ijsedu.20200804.11
AMA Style
George Otieno Asewe, Japheth Ododa Origa, Peter Kyalo Mulwa. Feedback Provision and Learner Achievement in Mathematics in Secondary Schools in Nairobi County, Kenya. Int J Second Educ. 2020;8(4):110-114. doi: 10.11648/j.ijsedu.20200804.11
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Download@article{10.11648/j.ijsedu.20200804.11,
author = {George Otieno Asewe and Japheth Ododa Origa and Peter Kyalo Mulwa},
title = {Feedback Provision and Learner Achievement in Mathematics in Secondary Schools in Nairobi County, Kenya},
journal = {International Journal of Secondary Education},
volume = {8},
number = {4},
pages = {110-114},
doi = {10.11648/j.ijsedu.20200804.11},
url = {https://doi.org/10.11648/j.ijsedu.20200804.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20200804.11},
abstract = {Feedback remains the mainstay in Assessment for learning. However, feedback stands effective most when given in time, and when is firmly knotted to standards regarding prospects and comprises exact proposals for how to upsurge future achievement and meet education goals. This research was undertaken to investigate the effect of effective feedback provision on learner’s mathematics achievement. The research was quasi-experimental and a pretest/posttest control group design was used. The sample constituted 80 form three learners which were clustered as control as well as experimental groups in the same way. The groups were both pre-tested. The group that was experimental was well taught and the feedback was given as required by Assessment for Learning (AFL) during treatment and the control group wasn’t given feedback throughout the treatment. The pretest before the intervention of the variable had a mean score of 25.7% while after the intervention of the effective feedback provision, the mean score was 56.4%. This shows an improvement a positive of 30.7%. The mean score for the controlled group was 24.4% for the pretest and 24.2% for the posttest which was a fall of 0.2%. In comparison to the experimental group, there was a greater improvement than a control group. A conclusion was reached that effective provision of feedback has a positive effect on learner achievement in mathematics.},
year = {2020}
}
TY - JOUR T1 - Feedback Provision and Learner Achievement in Mathematics in Secondary Schools in Nairobi County, Kenya AU - George Otieno Asewe AU - Japheth Ododa Origa AU - Peter Kyalo Mulwa Y1 - 2020/10/20 PY - 2020 N1 - https://doi.org/10.11648/j.ijsedu.20200804.11 DO - 10.11648/j.ijsedu.20200804.11 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 110 EP - 114 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20200804.11 AB - Feedback remains the mainstay in Assessment for learning. However, feedback stands effective most when given in time, and when is firmly knotted to standards regarding prospects and comprises exact proposals for how to upsurge future achievement and meet education goals. This research was undertaken to investigate the effect of effective feedback provision on learner’s mathematics achievement. The research was quasi-experimental and a pretest/posttest control group design was used. The sample constituted 80 form three learners which were clustered as control as well as experimental groups in the same way. The groups were both pre-tested. The group that was experimental was well taught and the feedback was given as required by Assessment for Learning (AFL) during treatment and the control group wasn’t given feedback throughout the treatment. The pretest before the intervention of the variable had a mean score of 25.7% while after the intervention of the effective feedback provision, the mean score was 56.4%. This shows an improvement a positive of 30.7%. The mean score for the controlled group was 24.4% for the pretest and 24.2% for the posttest which was a fall of 0.2%. In comparison to the experimental group, there was a greater improvement than a control group. A conclusion was reached that effective provision of feedback has a positive effect on learner achievement in mathematics. VL - 8 IS - 4 ER -
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