Effects Of Student Self-Evaluation On Academic Performance On Writing In Kenyan Secondary Schools: Case Study Mugoiri Girls High School In Murang’A County
Mungai, Martha W
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This purpose of this research is to establish the result of student self-evaluation on student accomplishment in general, writing competency, and metacognitive skills. Self-evaluation enables learners to think carefully on the value of their work and how they can achieve their objectives by identifying their shortcomings and strengths. The ultimate goal of self-evaluation is to help the student revise the work accordingly. Self-evaluation plays a crucial role since it provides feedback for both educators and learners. The study was steered by three objectives as follows: To determine the effect of student self-evaluation on their education performance To establish whether student self-evaluation influence their competency level in writing To establish whether student self-evaluation resulted in a change in their metacognitive skills To achieve this objective, the study adopted a quasi-experimental research design in which two batches of learners (experimental and control groups) were purposively selected. Questionnaires were used to collect data and a research procedure that involved teaching the experimental group self-evaluation, administering a test, and grading it. Scores from the first and the second draft D1 and D2 were recorded and entered into the statistical package for social sciences (S.P.S.S.) for analysis. A one-way analysis of variance (ANOVA) experiment was done to determine the effect of student self-evaluation on school performance. a "P" value of 0.002 (lesser than 0.05) was revealed, indicating a remarkable rise in the learners' performance after the treatment for both self-evaluation and teacher assessment. To determine if learner selfevaluation affected their competency, a two-tailed t-test analysis was conducted. The mean comparison confirmed that there were differences in the competency level as a result of peer assessment. A t value of 0.00 confirmed that the difference in means was significant to support the hypothesis that students' self-evaluation has a significant impact on writing competency. Both narrative analyses of the post-test surveys and the distribution of perception on metacognitive elements established that self-evaluation ushered the improvement of metacognitive skills. The study gathered that student self-evaluation had a remarkable effect on learner academic performance.
University of Nairobi
RightsAttribution-NonCommercial-NoDerivs 3.0 United States
- Faculty of Education (FEd) 
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