| dc.contributor.author | Amukune, Stephen | |
| dc.contributor.author | Barrett, Karen Caplovitz | |
| dc.contributor.author | Szabó, Norbert | |
| dc.contributor.author | Józsa, Krisztián | |
| dc.date.accessioned | 2024-04-30T10:40:15Z | |
| dc.date.available | 2024-04-30T10:40:15Z | |
| dc.date.issued | 2022-03-14 | |
| dc.identifier.issn | https://doi.org/10.1007/s13158-022-00324-z | |
| dc.identifier.uri | http://elibrary.pu.ac.ke/handle/123456789/1115 | |
| dc.description | Performance-based tools to assess school readiness domains such as Approaches
to Learning are lacking in Low and Middle-Income Countries such as Kenya.
This study aims to develop the Kenyan version of the FOCUS app (Finding Out
Children’s Unique Strengths), a game-like computer tablet assessment of two
Approaches to Learning domains: mastery motivation and executive functions. We
used a design-based research approach to develop and validate the FOCUS app, ini-
tially designed for the US and Hungarian Cultures, to suit the Kenyan context. We
later followed children longitudinally from preschool to grade 1, to assess the appli-
cability of the FOCUS app to the two grade levels. Results showed that the FOCUS
app is valid and reliable. There was no signifcant diference in mastery motivation
between the two waves. The FOCUS App can complement other school readiness
tools to assess Approaches to Learning as one of the strategies to enhance school
and life success. | en_US |
| dc.description.abstract | Performance-based tools to assess school readiness domains such as Approaches
to Learning are lacking in Low and Middle-Income Countries such as Kenya.
This study aims to develop the Kenyan version of the FOCUS app (Finding Out
Children’s Unique Strengths), a game-like computer tablet assessment of two
Approaches to Learning domains: mastery motivation and executive functions. We
used a design-based research approach to develop and validate the FOCUS app, ini-
tially designed for the US and Hungarian Cultures, to suit the Kenyan context. We
later followed children longitudinally from preschool to grade 1, to assess the appli-
cability of the FOCUS app to the two grade levels. Results showed that the FOCUS
app is valid and reliable. There was no signifcant diference in mastery motivation
between the two waves. The FOCUS App can complement other school readiness
tools to assess Approaches to Learning as one of the strategies to enhance school
and life success. | en_US |
| dc.description.sponsorship | This study was funded by the National Research, Development and Innovation Ofce, Hungary,
NKFI K124839, and by the Research Programme for Public Education Development of the Hungarian
Academy of Sciences. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | International Journal of Early Childhood | en_US |
| dc.subject | Approaches to learning | en_US |
| dc.subject | Assessment | en_US |
| dc.subject | Design-based research | en_US |
| dc.subject | FOCUS app | en_US |
| dc.subject | Mastery motivation | en_US |
| dc.title | Development and Application of FOCUS App for Assessment of Approaches to Learning in 3–8‐Year‐Old Children in Kenya: A Design‐Based Research Approach | en_US |
| dc.type | Article | en_US |
