Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. Winston Massam

Department

Institute for Educational Development, East Africa

Abstract

This qualitative case study explored how gender influences competency-based formative assessment, specifically focusing on the use of homework assignments. The research was conducted at a public junior secondary school in Kenya using interviews, a focus group discussion, document analysis, and observations. 20 students, 4 teachers, and 4 parents obtained through purposive sampling technique participated in data collection. Data that was obtained from the interviews and FGD audiotaped files were transcribed in the field concurrently with data collection, hence continuous and timely analysis allowed the researcher to carefully do a word-for-word transcription of the audiotaped data after which transcripts were critically read repeatedly enhancing internalization of data. Constant member checks were conducted to seek clarity from the participants. Thereafter, the thematic analysis method (Terry et al., 2017), was employed after the researcher got familiarized with the transcripts. Coding and generation of themes were done to derive meaning from the data. Results indicated that both implicit and explicit gender biases were present in various aspects of the formative assessment process. Traditional gender stereotypes were found to influence teachers’ perceptions of students' abilities the broader learning community. Learning materials also reflected stereotypical gender portrayals. Boys and girls reported differing expectations from teachers and held beliefs about superior performance in subjects stereotypically associated with their gender. Analysis revealed gender biases manifested in unequal opportunities for skill development. Teacher feedback and evaluation practices also unintentionally discriminated learners based on gender. Peer influences reinforced stereotypical gender norms related to tasks and subject preferences. This conformity impacted student motivation and engagement strategies. Consequently, biases had an impact on students' academic identities and self-perception in certain subjects. Girls expressed lower confidence in mathematics and technical areas while boys felt inferior in domestic-oriented learning areas. Performance disparities emerged between genders in stereotype-congruent subjects. The implications of these findings point to the detrimental impact of normalization of biases within the educational system. Both implicit and explicit manifestations of gender stereotypes constrain opportunities, discouraging equal participation from all students. Reforms are needed to promote inclusive and equitable assessment approaches without discriminatory biases.

First Page

1

Last Page

98

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