Effect of Innovative Assessment Methods on Academic Performance of Students in Selected Public Senior and Secondary Schools in Marsabit County, Kenya

Abstract

Purpose: To examine the effect of innovative assessment methods on the academic performance of students in selected public senior and secondary schools in Marsabit County, Kenya. Methodology: A descriptive research design and a mixed-methods approach were used. The population comprised 43 public secondary schools with a total of 13,531 students. The sample size comprised 309 students, who answered a structured questionnaire. The study conducted a pilot test in Wajir County to assess the validity and reliability of the data collection instruments. The validity of the instruments was ascertained by the use of experts from the Department of Education and also when constructing the questionnaires to align with each objective. Reliability was assessed using Cronbach's alpha. The data from questionnaires were analyzed using descriptive statistics, namely percentages, means, and standard deviations, which helped summarize the key findings. Further, statistical analyses, such as correlation analysis, were also conducted. Results: The results revealed that the various innovative assessment methods used by teachers included CATs, assignments, quizzes, practical activities, presentations, projects, oral questioning, and end-of-term examinations. These innovative assessment methods improved students' confidence and motivation, as they had the opportunity to receive timely feedback. The Pearson correlation coefficient for the innovative assessment method is r=0.538, at α < 0.003 and a 99% significance level. Therefore, since the significance value was less than 0.05, the study rejected the null hypothesis. Conclusions and Recommendations: Innovative assessment methods had a significant effect on academic performance, improving students' engagement, motivation, confidence, and understanding. Nevertheless, the study found that inadequate technological resources and funding hindered the consistent implementation of innovative assessment methods in selected public senior and secondary schools in Marsabit County, Kenya. MOE is recommended to provide adequate funding to secondary schools to enable them to acquire ICT infrastructure for implementing technology-based assessments.