Relationship between Teacher Formative Assessment and Student Motivation in Secondary Education
Introduction
The love for learning is so great that it should be associated with a way of life. Education helps people to be more objective in their approach to life’s problems, more analytical in trying to understand them and more aware of the consequences that can arise when handling them. Education can help lead a fuller and richer life and to be more conscious of the economic and social environment.
Education is vital to the lives of children for it serves as a key to his or her future to be successful and for them to find a job easily. Through education, a child, would enhance his or her knowledge, develop talents and skills and make use of these skills and as well as enhance them. it enables a child to learn more about living, about life, the facts of living and in different fields. It also enables a child to broaden his or her knowledge and understand the whys and what’s in life (Pedersen, S. and Willians, D. 2004).
Education plays a very important role in the learning process of every individual in the society. It is the foundation of understanding and knowledge, and serves as a basis for the success of each individual (Pedersen, S. and Willians, D. 2004). In relation to this is the contribution of teachers in the building blocks of education. Teachers, alongside academic institutions are responsible for the effective education. With this, teachers must be equipped with a variety of effective teaching strategies or techniques to encourage many students to listen and become involved in the lessons, for effective teaching serves as the basis for effective learning, contributes to the efficient gathering of knowledge, and develops understanding.
Aims and Objectives
The aim of this research is to determine the extent of relationship between Teacher formative assessment and student motivation in math classes in secondary education in Kenya. Although one of the ways this research will be run is through subjective interpretation, objectives are also needed as it will also utilize quantitative researched. The following objectives will be addressed in the study:
Ø The significant relationship between teacher formative assessment and student motivation.
Ø How teacher formative assessment affect student motivation in studying mathematics subjects.
Ø Findings in various literatures about the link between teacher formative assessment and student motivation.
Research Questions
To address the explained problem above, the following research questions will be explored in the study:
Significance of the Study
This study will be a significant endeavor in promoting educational concerns such as students’ motivation and learning behavior. This study will be beneficial to future leaders. By understanding the needs of the students and the benefits of quality education, these practitioners will be assured of a larger progress performance. Moreover, this research will provide recommendations on how to value students as they are taking a large part in the overall performance of the school quality education.
Methodology
The study will be multi-method in nature, so as to explain clearly the relationship between Teacher Formative Assessment and Student Motivation in Secondary Education. For the qualitative research, interviews with the math teacher/instructor will be conducted. These interviews should acquire information about motivating and teaching students. Also for the qualitative research, a document search in motivation in learning and formative evaluation will be conducted to support the evidences.
On the other hand, for the quantitative research, surveys will be conducted on students. The aim of this part of the research is to ask them of any strategy used to make them motivated in learning mathematics. Samples will be chosen through convenience sampling. Questionnaires will be pre-tested with 5 students and will be validated with percentage and mean analysis.
Data Analysis
The quantitative data will be analyzed with the use of the latest SPSS software. On the other hand, the analytical induction process will be used for the qualitative research. The analytical induction process for the study is as follows: definition of the subject topic and the phenomenon (from literatures and the participants); redefinition of the phenomenon; subjective interpretation of data; and conclusion (Saunders et al, 2003).
References:
Pedersen, S. and Willians, D. (2004). A Comparison of Assessment Practices and Their Effects on Learning and Motivation in a Student-Centered Learning Environment. Journal of Educational Multimedia and Hypermedia, 13(3), 1.
Saunders, M., Lewis, P. and Thornhill, A. (2003). Research Methods for Business Students, 3rd Ed. London: Prentice Hall Financial Times.
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