Keywords
teachers’ grading
student behaviour
student reputation
teacher expectations
grading fairness
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Abstract
This research investigated the halo effect in the grading of students' achievements by teachers in secondary and high schools within the Mfoundi Division. Specifically, it analyzed the effects of student behavior, student reputation, and teacher expectations on the perceived fairness of grading and halo effects. The study employed an explanatory mixed-methods research design. Data were collected from 347 students selected through stratified sampling and 07 teachers from both public and private secondary schools. Structured questionnaire was administered to students, while teachers participated in structured interviews. Quantitative data were analyzed using descriptive statistics, Pearson product-moment correlations, and multiple linear regression, while qualitative data were analyzed through thematic analysis. The findings revealed significant positive correlations between perceived grading fairness and halo effect ts with student behavior (r = .513, p < .001), student reputation (r = .438, p < .001), and teacher expectations (r = .469, p < .001). The regression model was significant, F(3,343) = 51.418, p < .001, accounting for 31.0% of the variance. Student behavior emerged as the strongest unique predictor (β = .321, p < .001), followed by teacher expectations (β = .208, p = .001), while student reputation was not a significant unique predictor (β = .110, p = .078). Qualitative findings confirmed that behavior, reputation, prior performance, and expectations can influence grading decisions. The study recommends the adoption of criterion-referenced assessment, clear marking rubrics, moderation, anonymous marking where possible, and professional development on assessment bias to enhance fairness and objectivity in grading.
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