Influence of Teachers’ Assessment Procedures on Student Achievements in Public Junior Schools in Langata Sub County Nairobi, Kenya
This study investigated the influence of teachers’ assessment procedures on student learning achievements in public junior schools in Langata Sub County, Nairobi City County, Kenya. It was guided by the hypothesis H01: There is no significant relationship between teachers’ assessment procedures and student achievements in these schools. The research employed Howard Gardner’s (1983) Multiple Intelligences […]
