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In the present study, the impact of formative assessment on secondary school students' mathematics achievement and their metacognitive awareness was examined. The participants included 164 (84 boys) grade 11 students and four mathematics teachers from four secondary schools in Kenya. A quasi-experimental pretest-posttest non-equivalent group design was used to determine if there was any significant difference in the students' mathematics achievement scores and their metacognitive awareness after a formative assessment intervention. The influence of gender on mathematics achievement and metacognitive awareness was also examined. Formative assessment was conceptualized as an instructional approach consisting of five strategies. After controlling for pretest scores, the results revealed that students who were taught using formative assessment instructional approach outperformed those taught using conventional approach for both mathematics achievement (p = 0.014, n[superscript 2] = 0.38) and metacognitive awareness (p < 0.001, n[superscript 2] = 0.47). Analysis based on gender did not reveal any gender influence on students' mathematics achievement (p = 0.571, n[superscript 2] = 0.002) and their metacognitive awareness (p = 0.287, n[superscript 2] = 0.008). The current study adds knowledge to the limited empirical evidence regarding the impact of formative assessment conceptualized as an instructional approach on students' mathematic's achievement and their metacognitive awareness.

This study investigated the relationship between mathematics teachers' perceived use of formative assessment strategies and their levels of metacognitive regulation. The study employed a descriptive cross-sectional survey design using a sample of 213 (male=138; female=42) mathematics secondary school teachers from 50 randomly selected secondary schools in Kenya. The Teacher Assessment for Learning Questionnaire (TAFL-Q) was used to measures the mathematics teachers' perceptions of formative assessment whereas the Metacognitive regulation Inventory for Teachers (MAIT) scale was used to measure mathematics teachers' levels of metacognitive regulation. The relationship between the two scales was modeled using structural equation modeling and path analysis in AMOS graphics software. The measurement model fitted the data well with acceptable fit indices. The results of the model show that teachers evaluating skills are positively predicted by learning intentions, success criteria, and peer assessment. Monitoring skills are positively predicted by classroom discussion and peer assessment. Planning skills, on the other hand, are positively predicted by feedback, peer assessment, and success criteria. This study contributes to the limited literature regarding the relationship between formative assessment and metacognition. Teachers' understanding of this relationship will help in modeling learning strategies and skills in the learners.

This study focused on the assessment of the structural validity of the 28 item adapted Teacher Assessment for Learning Questionnaire (TAFL-Q) in the Kenyan context. The sample consisted of 180 mathematics teachers drawn from 50 secondary schools. Confirmatory factor analysis was used to confirm the hypothesised two-factor model of the original questionnaire. The analysis resulted in a poor fit to the Kenyan sample (CMIN/DF = 2.643, RMSEA = 0.096, SRMR = 0.085, TLI = 0.653, CFI = 0.680). The factor structure was then explored using principal components analysis with Varimax Kaiser Normalisation rotation. Nine items were eliminated and a final analysis of the remaining 19 items resulted in six factors with a total explained variance of 66%. The emergent factors were further assessed through convergent and discriminant validity and the results were within the acceptable range. The six-factor model also fitted well to the questionnaire data of the Kenyan sample. The findings suggest the need for further development of the teacher assessment for learning instruments that can be applied in measuring the teachers' perceptions in the Kenyan context and sub-Saharan Africa at large.

The general performance in mathematics in Kenya has been declining over the past years. This prompted the researchers to investigate the influence of Strengthening Mathematics and Science in Secondary Education (SMASSE) In Service Education and Training (INSET) on students' attitudes towards mathematics performance in public secondary schools of Rangwe division. The objectives of the study were to investigate whether SMASSE-INSET had changed the students' attitudes towards mathematics performance and whether there were any significant differences in students' attitudes based on school categories. The study was conducted in Homa Bay Sub County, Rangwe division using a descriptive survey design. The respondents of the study were selected from the Form three students of the year 2013. A sample of 203 students was obtained from the boys' school, the girls' school and mixed day schools using stratified random sampling technique. Content analysis was used to obtain the data on students' performance from 2004 to 2012. Data was collected through the use of students' questionnaire and analysis done using both descriptive and inferential statistics. The study established that the students' attitude towards mathematics was positive though the positive attitude had not been translated to improved performance in mathematics.

This mixed methods study investigated factors associated with school retention among marginalized adolescents in four different settings in Kenya, following COVID-19 school closures. Logistic regressions were used to examine factors associated with school retention in 2022 among 1798 adolescent students aged 10–19 in 2020. Qualitative data from 89 in-depth interviews (64 adolescents aged 11–19 and 25 parents), and 21 key informants were thematically analysed. Among female adolescents, age (aOR = 0.76, 95% CI: 0.67, 0.87) and internet access (aOR = 0.55, 95% CI: 0.35, 0.87) were negatively associated with school retention. Engaging in income-generating activities was similarly linked to reduced school retention (aOR = 0.27, 95% CI: 0.16, 0.46). For male adolescents, household loss of income (aOR = 0.40, 95% CI: 0.21, 0.76) and engaging in income-generating activities (aOR = 0.07, 95% CI: 0.02, 0.19) were associated with lower school retention. The qualitative findings highlighted the gendered nature of barriers to school retention. Specifically, pregnancy, child marriage, and related childcare responsibilities emerged as important constraints for girls, whereas engaging in income-generating activities and drug and alcohol use were more dominant factors for boys. Across both genders, financial constraints were a key barrier to school retention. This study underscores the multifaceted nature of factors influencing school retention among marginalized adolescents in times of crisis such as the COVID-19 pandemic. The findings provide useful information for designing targeted policies and programmes for adolescent school retention in times of crisis. [ABSTRACT FROM AUTHOR]

There is an increasing focus on formative assessment as education systems all over the world try to incorporate 21st-century skills in their curriculums. Formative assessment has been considered one of the best approaches to teaching and assessing 21st-century competencies, which are crucial in addressing the current economic challenges. This review of thirty-eight empirical studies was done to find out how the key strategies of formative assessment have been conceptualized and their effect on students' motivation, engagement, and achievement. The analysis revealed that some strategies like the use of discussion have not been studied empirically. Other strategies such as learning intentions, success criteria, and selfassessment have only been used to a lesser extent. The analysis showed a positive influence of formative assessment strategies on students' motivation, engagement, and achievement. The results of this analysis provide a roadmap in the advancement of the theory of formative assessment and direction for future inquiry. [ABSTRACT FROM AUTHOR]

This study examined the perceptions of Kenyan secondary school students regarding the use of formative assessment practices by their mathematics teachers. The sample consisted of 1000 students from 30 secondary schools. The results showed that students had an overall low perception of their mathematics teachers' use of formative assessment, with the lowest perception reflected in the use of monitoring strategies. There was no significant difference in the perceptions of male and female students regarding perceived monitoring strategies but a significant difference regarding the scaffolding strategies was found. Analysis of variance showed a significant effect on school categories. The findings suggest that Kenyan secondary school mathematics teachers rarely use formative assessment but instead use the traditional summative assessment in classrooms. The findings point out the need for establishing the reasons that hinder mathematics teachers’ use of formative assessment and how formative assessment can best be introduced into the classrooms. [ABSTRACT FROM AUTHOR]