dc.contributor.author | Violet R Otieno, Benson Charles Odongo, Peter JO Aloka | |
dc.date.accessioned | 2020-08-05T06:18:03Z | |
dc.date.available | 2020-08-05T06:18:03Z | |
dc.date.issued | 2015-09-04 | |
dc.identifier.uri | https://repository.maseno.ac.ke/handle/123456789/1800 | |
dc.description.abstract | The purpose of the study was to establish Teachers’ Perception on progress monitoring record as a Method of Assessment of
Holistic Development among lower public primary school learners in Kisumu Central Sub-County Kisumu county Kenya. The
Global Holistic Human Development and Identity Formation Theory by Maehr and Braskamp guided the study. The research
design employed was mixed method approach particularly the concurrent triangulation design.The target population for the
study was 234 lower primary school teachers, 90 ECDE teachers, 30 head-teachers and 3 DICECE officers and a sample size
of 186 participants was used.Stratified random sampling and purposive sampling techniques were used to select study
participants. The instruments used in the study were questionnaires and interview schedules. Validity of the instruments was
ensured by expert judgment of the university lecturers while the reliability was ensured by internal consistency and a reliability
coefficient of 0.892 was reported. Trustworthiness of qualitative data was also ensured. Quantitative data was descriptively
analysed by the use of percentages, frequency counts and mean while Qualitative data was analysed using Thematic
Analysis.The study found that, social domain, intellectual domain, physical domain, emotional domain, spiritual domain, and
moral domain are effectively assessed by progress monitoring method of assessment. The study further revealed that progress
monitoring record method of assessment is very effective when teachers want to trace performance of individual learner and in
organizing remedial work. The study recommended that all ECDE practitioners should be encouraged to embrace progress
monitoring record method of assessment. | en_US |
dc.publisher | Journal of Educational and Social Research | en_US |
dc.subject | Teachers, Perception, Progress Monitoring Record, Assessment, Holistic Development, Kenyan, Early Childhood Learners | en_US |
dc.title | Teachers’ perception on progress monitoring record as a method of assessment of holistic development among Kenyan lower primary schools learners | en_US |
dc.type | Article | en_US |