Influence of Formative Assessment Management Techniques on Trainee Academic Performance in National Examinations in TVET Institutions in Western Kenya

Justus Wabwile; Simon Kipkenei; Edwin Masibo

doi:10.37284/eajes.8.1.2672

Justus Wabwile Kibabii University
Simon Kipkenei Kibabii University
Edwin Masibo Kibabii University

DOI: https://doi.org/10.37284/eajes.8.1.2672

Keywords: Formative Assessment, Management Techniques, Academic Performance, Trainee, National Examinations, TVET Institutions

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Abstract

The study investigated the impact of formative assessment management techniques on trainee academic performance in national examinations within TVET institutions in Western Kenya. Grounded in social cognitive theory, constructivism, and the diffusion of innovation theory, it involved a target population of 406 respondents, including principals, deputy principals, registrars, examination officers, and heads of academic departments across 29 public TVET institutions in the region. Using stratified, purposive and simple random sampling procedures 200 respondents were selected. Data collection was conducted by use of questionnaires and interviews and analyzed by way of descriptive and inferential statistics. The findings revealed strong correlations between effective management techniques and formative assessment scores, underscoring their predictive value for academic success. The study concludes that implementing structured formative assessment management techniques significantly enhances trainee performance in final examinations. It advocates for comprehensive strategies to support trainees, improve learning experiences, and achieve better academic outcomes, emphasizing the critical role of formative assessment management techniques in fostering academic excellence in TVET institutions

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