In the present study, the impact of formative assessment on secondary school students' mathematics achievement and their metacognitive awareness was examined. The participants included 164 (84 boys) grade 11 students and four mathematics teachers from four secondary schools in Kenya. A quasi-experimental pretest-posttest non-equivalent group…

The COVID-19 pandemic caused unprecedented disruption to education around the world. There is much to learn from this period, to better understand what happened, to provide support to those affected, and to inform future responses to disruption. This research aimed to contribute to this field by recording teachers' experiences of teaching in the…

The Responses to Educational Disruption Survey (REDS), conducted by the International Association for the Evaluation of Educational Achievement (IEA), studied how teaching and learning were affected by the disruptions caused by COVID-19 and aimed to paint a picture of national responses to the global pandemic. REDS was based on the premise that…

School closures induced by COVID-19 placed heightened emphasis on alternative ways to measure student learning besides in-person exams. We leverage the administration of phone-based assessments (PBAs) measuring numeracy and literacy for primary school children in Kenya, along with in-person standardized tests administered to the same students…

The reality that teachers in developing countries teach large, and even overcrowded classes, is daunting and one that may not go away any time soon. Class size in Kenyan public secondary schools is generally 40-59 students per class. This article reports initial findings on teachers' and principals' perspectives related to large classes. We used…

This is the report of a survey conducted at Jaramogi Oginga Odinga University of Science and Technology (JOOUST) to evaluate the implementation of technology-enabled learning. The research was conducted among students and lecturers on courses that were offered in a blended mode. The courses were developed and facilitated by 20 lecturers who had…

The teaching force in the United States of America is still predominantly white and monolingual. Yet, the U.S. population is rapidly becoming culturally and ethnically diverse. As a result, white teachers have expressed doubt in their efficacy in teaching students whose cultures are different than theirs (Helfrich & Bean, 2011). The purpose of…

Competency Based Curriculum (CBC) is based on learners demonstrating the ability to apply the knowledge, skills, attitudes and values they acquire as they progress through their education. Despite initial resistance, this curriculum is now under implementation in Kenya after a pilot study conducted across counties. Successful implementation of…

This article describes a co-taught course that mobilized a Design Thinking approach in the service of creating a prototype for an actual girls' boarding school in Kenya. The goal of the class was to allow students to engage collaboratively with faculty, with their peers, and with experts "on the ground" to develop the various parts of…

This article reports on a small case study of the impact of instructional materials on students, and the impact of high-stakes testing in Kenya on those who fail; who, because there is very limited employment, are potentially open to radicalisation. The setting is secondary schools in Kenya which, after the 1998 attacks by al-Quaeda and later…

The acquisition of idiomatic expressions is one of the primary challenges to learners of English as a Second Language (ESL) in multilingual contexts such as Kenya; yet, the learners are expected to use these expressions in their writing. The study on which this paper is based sought to assess the teaching of English idiomatic expressions in Kenyan…

In an increasingly globalized 21st century, an education that is student-centered is invaluable because it supports the development of collaborative, communication and problem-solving skills (Cooke-Canitz, 2013; Kambutu & Nganga, 2009). Indeed, globalization thrives in a context of collaboration between people of different cultural persuasions…

The philosophy of inclusive education aims at enabling all children to learn in the regular education classrooms. It is widely believed that the successful implementation of any inclusive policy is largely influenced by teachers being positive about the expectations. Grounded in Positioning Theory, this study was conducted to examine the attitude,…

This article examines the quality of education available to refugees in Kenya, with a particular focus on instruction. By providing empirical data about instruction in a refugee education context, the article supports anecdotal accounts and strengthens agency-led evaluations. It is based on a qualitative case study research project conducted at…

This study was carried out with 276 standard eight pupils in eleven primary schools in the rural town of Narok in Kenya's Rift Valley. It evaluated their awareness of key environmental issues in their local area and their knowledge about the causes, effects and solutions pertaining to these environmental issues. A descriptive research design was…