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EDU 312

The document is a research proposal by Phelix Odhiambo Ouma on the impact of formative assessment on student achievement in secondary schools. It outlines the background, problem statement, objectives, research questions, and methodology for the study, emphasizing the need for effective formative assessment practices. The study aims to evaluate the effectiveness of formative assessment, explore perceptions of teachers and students, and identify challenges in its implementation.

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2 views

EDU 312

The document is a research proposal by Phelix Odhiambo Ouma on the impact of formative assessment on student achievement in secondary schools. It outlines the background, problem statement, objectives, research questions, and methodology for the study, emphasizing the need for effective formative assessment practices. The study aims to evaluate the effectiveness of formative assessment, explore perceptions of teachers and students, and identify challenges in its implementation.

Uploaded by

Phelix
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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PRESBYTERIAN UNIVERSITY OF EAST AFRICA

NAME : PHELIX ODHIAMBO OUMA


REG NUMBER : X37/13561/2022
UNIT NAME : RESEARCH METHODS IN EDUCATION
UNIT CODE : EDU 312

ASSIGNMENT : Research proposal on the the Impact of Formative


Assessment on Student Achievement in Secondary Schools

NAME OF LECTURER : DR. MWANGI WAMICHWE

Table of content

i
CHAPTER 1.............................................................................................1
a) Background to the Study.................................................................1
b) Statement of the Problem................................................................1
d) Research Questions.........................................................................2
e) Assumptions of the Study................................................................2
Chapter 2...................................................................................................4
a) Literature Review............................................................................4
b) Conceptual Framework...................................................................4
c) Research Theory..............................................................................5
Chapter 3: Methodology............................................................................6
a) Research Design..............................................................................6
b) Study Population.............................................................................6
c) Research Instrument........................................................................6
d) Sampling and Sampling Techniques...............................................6
e) Data Collection and Analysis..........................................................7
REFERENCES ....................................................................................8

ii
CHAPTER 1

a) Background to the Study


Formative assessment has gained significant attention in educational
discourse as a powerful strategy for improving student learning outcomes.
Unlike summative assessment, which focuses on evaluating student
performance at the conclusion of a learning period, formative assessment
is an ongoing process designed to provide continuous feedback for
learning enhancement. Studies highlight that practices such as quizzes,
peer evaluations, and teacher feedback are instrumental in identifying
gaps in understanding and offering timely support. In secondary
education, where academic achievements shape future educational and
career paths, understanding the role of formative assessment in fostering
student success is essential. Globally, the effectiveness of formative
assessment in boosting academic performance is widely acknowledged.
However, its application remains inconsistent across secondary schools,
with many educators relying predominantly on summative methods.

b) Statement of the Problem

Despite its proven benefits, formative assessment is underutilized in


numerous secondary schools. A traditional emphasis on summative
assessments to measure academic achievement often sidelines the role of
continuous feedback in addressing learning needs. As a result, many
students miss critical opportunities to address their weaknesses before
high-stakes examinations. The lack of a well-structured formative
assessment framework can hinder timely interventions and negatively
impact overall academic performance. Thus, there is an urgent need to
investigate how formative assessment influences student achievement in
secondary schools and to determine effective strategies for its
implementation. This study aims to examine the role of formative

1
assessment in enhancing student learning outcomes, with a focus on its
impact in secondary education.

c) Objectives of the Study

1. To evaluate the effectiveness of formative assessment in improving

student achievement.
2. To examine the perceptions of teachers and students toward

formative assessment.
3. To identify challenges and barriers to implementing formative

assessment practices in secondary schools.


4. To investigate the relationship between the frequency of formative

assessment and student performance.

d) Research Questions

1. How does formative assessment influence student achievement in

secondary schools?
2. What are teachers’ and students’ perceptions of the role of

formative assessment in learning?


3. What challenges do teachers face in implementing formative

assessments?
4. Is there a significant relationship between the frequency of

formative assessments and students' academic performance?

2
e) Assumptions of the Study

 Formative assessment is regularly practiced in the schools under


study.
 Both students and teachers have a basic understanding of formative
assessment methods.
 Effective use of formative assessment leads to improved academic
performance.

3
Chapter 2

a) Literature Review

This section will review existing literature on formative assessment and


its impact on student learning. Key topics will include:

 The evolution of formative assessment in education.


 Comparative studies on formative and summative assessment.
 Empirical studies that have investigated the relationship between
formative assessment and student achievement.
 The role of feedback in formative assessment and its effect on
learning.
 Case studies from secondary schools in various regions.

Previous research has consistently highlighted the benefits of formative


assessment, such as increased student engagement, enhanced
understanding of course content, and improved test scores. However,
challenges such as lack of teacher training, time constraints, and limited
resources can hinder its effectiveness

b) Conceptual Framework

The conceptual framework will outline the interaction between formative


assessment and student achievement. It will detail how formative
assessment methods (e.g., quizzes, peer feedback, teacher observations)
provide actionable insights that enhance student performance. The
framework will include diagrams showing the feedback loop between
assessment, instructional adjustments, and improved learning outcomes.

4
c) Research Theory

The study will be grounded in Vygotsky’s Social Constructivist


Theory, which emphasizes the importance of social interactions and
scaffolding in learning. Formative assessment aligns with this theory as it
involves interactive feedback that helps students build upon their current
knowledge. Additionally, Bloom’s Mastery Learning Theory will be
explored to highlight how formative assessment supports incremental
learning toward mastery.

5
Chapter 3: Methodology

a) Research Design

A mixed-methods research design will be employed to capture both


quantitative and qualitative data. The study will involve a quasi-
experimental approach to measure the impact of formative assessment on
student achievement, complemented by interviews and surveys to gather
teachers' and students' perceptions.

b) Study Population

The target population will consist of secondary school students and


teachers in selected schools within a particular district. Specifically, the
study will focus on students in Form 3 & 4 and teachers who have
implemented formative assessment practices in their classrooms.

c) Research Instrument

 Quantitative Tools: Pre-tests and post-tests to measure changes in


student achievement.
 Qualitative Tools: Structured interviews and questionnaires for
teachers and students to capture perceptions and challenges related
to formative assessment.

d) Sampling and Sampling Techniques

A stratified random sampling technique will be used to ensure


representation across different grades and subject areas. The sample size
will consist of approximately 100 students and 20 teachers from four
secondary schools.

6
e) Data Collection and Analysis

i. Data Collection
Quantitative data will be collected through test scores, while
qualitative data will be obtained from interviews and questionnaires.
Classroom observations may also be conducted to assess formative
assessment practices in action.
ii. Data Analysis
Quantitative data will be analyzed using statistical methods such as t-
tests and ANOVA to determine the impact of formative assessment
on student performance. Qualitative data will be analyzed
thematically to identify common perceptions and challenges related to
formative assessment implementation.

7
REFERENCES

 Black, P., & Wiliam, D. (1998). Assessment and classroom


learning. Assessment in Education: Principles, Policy & Practice,
5(1), 7-74.
 Hattie, J., & Timperley, H. (2007). The power of feedback. Review
of Educational Research, 77(1), 81-112.
 Wiliam, D. (2011). Embedded formative assessment. Solution Tree
Press.
 Vygotsky, L. S. (1978). Mind in society: The development of
higher psychological processes. Harvard University Press.

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