Teachers’ Perceptions on Oral Questioning as a Method of Assessment of Holistic Development among Kenyan Lower Primary Schools Learners
Publication Date
2015-05-03Author
Violet R Otieno, Peter JO Aloka, Benson Charles Odongo
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Show full item recordAbstract/ Overview
The purpose of the study was to establish Teachers’ Perception on Oral Questioning as a Method of Assessment of Holistic
Development among lower public primary school learners in Kisumu Central Sub-County, Kenya. The Humanistic holistic
development of Abrahams Maslow’s theory guided the study. The research design employed was concurrent triangulation
design.The target population for the study was 234 lower primary school teachers, 90 ECDE teachers and 30 head-teachers,
and a sample size of 184 participants was used.Simple 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, frequencies and means while Qualitative data was analysed using Thematic
Analysis.The study found that oral questioning was perceived to be effective in assessing emotional, cognitive, social and
personality development. However, it was also reported that oral questioning was not effective in assessment of aspects such
as physical growth and development, spiritual development, moral development which are crucial forms of holistic development
among early childhood learners. The study recommended that the Kenya Institute of Curriculum Development should come up
with clear policies regarding assessment of ECDE learners so that the holistic development of the learners is taken into
account during the assessment process.
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- Department of Psychology [202]