| dc.description.abstract | The purpose of the study was to investigate the effect of descriptive written
feedbacks on achievement in mathematics. The main objective of the study was
finding the effects of DWF on achievement of mathematics in secondary school in
Konoin District, Bomet County. The specific objectives are four and they include;
determining the influence of the teacher’s descriptive written feedback on
assessment of Mathematics, examining the effect of descriptive written feedback on
students’ reflection of errors in Mathematics, it also includes determining if DWF
influence the attitude of students towards Mathematics and finally to determine the
influence of goal directed descriptive written feedback on achievement in
mathematics.
Quasi-experimental design involving Solomon’s Four of Non-Equivalent Control
Group was used. Learners’ academic achievement was determined by scores
obtained by the students on undertaking the Students Achievement Tests (SAT)
immediately after the topic of Gradients and equation of straight lines. Data relating
to teachers’ view on descriptive written feedback were collected using a
questionnaire. The teachers’ questionnaires capture information regarding opinion of
teachers in DWF use in mathematics. Simple random sampling was used to select 10
schools of study. The data was analyzed by use of ANOVA, Chi-square, in order to
test the hypotheses.
The key findings of the study were that descriptive written feedback influence
achievement of mathematics greatly; it assist the students to reflect on the errors they
make and hence correct misconception; descriptive written feedback change the
attitude of students towards mathematics positively; delayed feedback is more
effective than immediate feedback as far as achievements is concerned however the
students in their opinion preferred immediate feedback; the non-goal directed written
feedback can yield better results than goal directed feedback. In view of the findings
the researcher recommended the use of descriptive written feedback in assessment of
mathematics by teachers; Common assessment should be done in form two to
encourage teachers to speed up syllabus coverage; In-service courses should be done
for teachers with purpose of improving skills on assessment of students; Further
research to be done in the field of DWF and teachers characteristics; A similar
research should be done to cover the whole country. | en_US |
