Formative Evaluation and Its Influence on Academic Performance in Biology Among Students in Secondary Schools in Siaya County, Kenya

Purpose: The study aimed to investigate how formative evaluation influences learners’ academic achievement in biology in high schools in Siaya County, Kenya. The research is based on three major objectives: to determine how feedback on formative evaluation relates to the performance of learners in biology, to find out how frequency on formative evaluation relates to the performance of learners in biology, and to establish how learning through assignments relates with the performance of learners in biology. Methods: The research used a descriptive research design study. The study targeted 159 secondary schools in Siaya. Through the random sampling method, a sample of 30 respondents consisting of deputy principals, principals, and teachers, was used to collect primary data. Qualitative data were analyzed using content analysis. Quantitative data was analyzed using descriptive statistics and regression analysis. Results: The study findings showed that feedback on formative evaluation, frequency of formative evaluation, and learning through assignments had a positive and significant relationship with learners’ academic performance in biology. Conclusion: To increase openness in the learning process and set an example for students on how to acquire new skills, good feedback should be connected to explicit expectations for students' performance. Additionally, feedback needs to be provided precisely, on time, and with suggestions for how to improve moving forward. Teachers should regularly and interactively assess students' understanding in formative assessment-equipped classrooms.