Exploring students’ experiences of practical tests utilization in formative evaluations in secondary school computer studies curriculum implementation in Kenya

Abstract

This study set out to explore the experiences secondary school students undergo while undertaking practical tests used in formative evaluations in Computer Studies curriculum. Participatory action research that took the qualitative research approach was used in designing the study. Two Focus Group Discussions (FGD), consisting of eight Form four Computer Studies students each, were selected from a target population of 93 students in Thika Municipality, Kenya. Data on students’ experiences of practical tests was collected using a Focus Group Discussion Schedule. Thematic analysis was used to analyze the data gathered. Majority of negative experiences were exemplified under four themes namely: frequency of practical tests, students’ experiences as they undertake tests, scoring of tests and management of feedback from tests. The theme of student preparation for tests was mainly characterized with positive experiences. Based on these findings, the study concluded that there were gaps in how the practical tests used in formative evaluation of secondary school Computer Studies curriculum are implemented. The study therefore recommends that Computer Studies teacher need to adjust the strategies they use to implement practical tests so as to better meet the needs of their students.