Effect of Observation-Based Assessment on Pre-Primary Two Learners’ Achievement in Environmental Activities in Public Schools in Nandi County, Kenya
Kimalel Chepkoech Betty – Department of Early Childhood Development Education
Audrey Matere – Department of Early Childhood Development Education
Florence Boinett – Department of Curriculum Instruction and Media
School of Education and Human Resource Development
Kisii University
Email: kimalelbetty161@gmail.com/ audreymatere@kisiiuniversity.ac.ke/
jepkosgei67@gmail.com
Abstract: Despite the adoption of Competency-Based Education (CBE), evidence suggests that learners’ practical engagement and understanding remain limited. The purpose of the study was to examine the effect of observation-based assessment on learners’ achievement in environmental activities. The study adopted a descriptive survey research design, targeting a population of 810 head teachers, 1,085 pre-primary two teachers, and 6 Sub-County Early Years Education Directors. Using Krejcie and Morgan’s formula, a sample of 261 head teachers and 284 Pre-Primary Two teachers were selected. Data were collected through questionnaires, interviews, and a documentary analysis guide. Validity was ensured through expert review, while reliability was confirmed using a pilot study and Cronbach’s Alpha coefficient (α ≥ 0.70). Ethical considerations such as confidentiality, and voluntary participation were strictly observed. Quantitative data were analyzed using descriptive statistics (frequencies and percentages) and inferential analysis through Pearson correlation and regression, while qualitative data were analyzed thematically. The findings revealed that observation-based assessment significantly enhances learners’ understanding, engagement, practical skills, and environmental awareness, although inconsistencies in implementation were noted. Based on these findings, the study concluded that observation-based assessment is a critical tool in promoting achievement in environmental activities within CBE. The study recommends strengthening teacher capacity, ensuring consistent implementation of observation practices, and integrating observation-based assessment into school policies to support learner-centered instruction and holistic competency development.
