Effects of descriptive written feedback on achievement in mathematics in secondary schools in konoin district of bomet county

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.