Abstract :

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 Theory, which posits that intelligence consists of various dimensions and educators can enhance learning by addressing these diverse intelligences. A descriptive survey research design targeted 159 public junior secondary schools, 159 head teachers, 480 teachers, and 2 Curriculum Support Officers (CSOs). The sampling included 32 schools, 32 head teachers, 2 CSOs, and 96 teachers. Data was collected using interview schedules and questionnaires and analyzed through the Statistical Package for Social Sciences (SPSS) version 28. Quantitative data was analyzed using descriptive statistics such as frequencies, percentages, means, and standard deviation, while qualitative data was processed using content analysis. Findings revealed a significant relationship between teachers’ assessment procedures and students’ learning achievement (Chi-square = 106.222, p = 0.000). The study concluded that assessment procedures significantly influenced student achievement and recommended that teachers adopt assessments that evaluate core competencies like creativity and problem-solving. The Ministry of Education, KICD, and school leaders should review and track the effectiveness of assessment practices to ensure alignment with national education goals.

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Keywords :

Influence, Junior schools, Students Learning Achievement, Teachers’ assessment procedures

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