Provision of Feedback from Formative Assessments and Learners’ Academic Performance in History and Government Subject in Makueni County Public Secondary Schools - Kenya

Publication Details

Publication Date

10/11/2026

Volume / Issue

Vol 1, Issue 6 (2026)

Article No.

043

Journal

British Journal of Contemporary Research

DOI

https://doi.org/10.67693/BJCR-54YCT7XC

Received

19 Oct 2026

Views

22

Downloads

12

Abstract

This study purposed to assess the influence of the provision of feedback from Formative assessment on learners’ academic performance in History and Government (HAG) subject in public secondary schools in Makueni County. The study adopted a descriptive research design and mixed-methods approach. The target population comprised 393 principals and 892 History and Government teachers, totalling 4409 respondents, from which a sample of 366 was calculated using Yamane’s Formula. Stratified sampling was used to create 9 strata based on the number of sub-counties in Makueni County. From each sub-county, 5 principals were purposively sampled. However, from each sub-county, 19 HAG teachers at least HAG teachers per sampled school) Moreover, 17 HAG students (6 per school) were selected using simple random sampling to eliminate feelings of bias among the respondents. This sampling procedure enabled the researcher to obtain a sample size of 39 principals, 171 HAG teachers, and 156 HAG students. Questionnaires were used to collect quantitative data from HAG teachers, interviews with principals, and focus group discussions with HAG students. Document analysis guided the researcher on critical records reference. Quantitative data were analysed using descriptive statistics (frequencies, percentages and composite means) and inferential statistics (linear and multiple linear regression analysis) in Statistical Packages for Social Science (SPSS 25) and presented in tables. Qualitative data were analysed thematically. Qualitative findings from the research shows that, when HAG teachers provide timely and constructive feedback, students tend to achieve higher KCSE outcomes than in schools where feedback is infrequent or absent. Further, inferential statistics Assessment Feedback model shows that, the coefficient for learners’ academic performance in HAG in KCSE (r) with respect to the provision of formative assessment feedback is 0.799 (positive). This suggests that for every one-unit raise in teachers’ composite mean scores regarding provision of formative assessment feedback, the average HAG results in KCSE are bound to raise by an element of 0.799. This study concludes that, feedback is frequently delayed or limited to scores, offering little guidance on how students can improve in the study area. The study recommends that, on provision of formative assessment feedback and learners’ academic performance in History and Government, History and Government teachers should always provide immediate feedback to students after every assessment exercise to help them devise approaches to improve areas where they face challenges.

License

This article is published under the Creative Commons Attribution 4.0 International License . Free to read, share, and adapt with attribution.