Teachers’ Use of Portfolio Assessment to Measure Children’s Learning in Public and Private Primary Schools in Bungoma County, Kenya

Alex lusweti Walumoli, Teresa Mwoma and Esther Waithak
Additional contact information
Alex lusweti Walumoli: Department of Education, Tharaka University Kenya, P.O Box 193-6025, Marimanti Kenya,
Teresa Mwoma: Department of Early Childhood and Special Education, Kenyatta university P.O Box 43844-00100, Nairobi, Kenya.
Esther Waithak: Department of Early Childhood and Special Education, Kenyatta university P.O Box 43844-00100, Nairobi, Kenya.

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 2970-2987

Abstract: This study investigated the use of portfolio assessment among teachers in public and private primary schools in Bungoma County, Kenya. Specifically, it explored the extent of portfolio use, types of portfolios employed, and challenges faced by teachers. Data were collected through questionnaires and interviews from 80 teachers, and analyzed using descriptive statistics and independent t-tests. The study used a purposive sampling approach to select three sub-counties (one in the west, one in the centre and one in the east). A stratified random sample was used to sample 80 institutions, including both public and private schools. In each school, teachers in the third grade were purposively selected. Reliability was established by a re-test method in which the same participants were re-surveyed with the questionnaire and interview questions within a two-week interval. Using Pearson’s correlation coefficient of moments, a coefficient of 0.74 was found, indicating that the instruments were reliable. Findings revealed high usage (92.5%) of portfolio assessment, with assessment portfolios being the most preferred type. While private school teachers had slightly higher usage rates, the difference was not statistically significant (p = .513). Challenges included inadequate parental support, poor storage facilities, limited training, and learner-related issues, with public school teachers experiencing more difficulties. Additionally, many teachers lacked clarity on portfolio types and application. The study concluded that while portfolio assessment is widely adopted, its effective implementation is hindered by systemic and contextual challenges. It recommends enhanced training, improved infrastructure, parental engagement, and supportive school policies.

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... sue-3s/2970-2987.pdf (application/pdf)
https://rsisinternational.org/journals/ijriss/arti ... ungoma-county-kenya/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:9:y:2025:i:3s:p:2970-2987

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().