This document summarizes a study investigating the determinants of academic performance on the Kenya Certificate of Secondary Education (KCSE) exam in Kiambu County, Kenya from 2007-2010. The study found that:
1) Many schools lacked well-equipped science laboratories and libraries. Lecture-based teaching was dominant over other methods.
2) Most students entered secondary school with weak academic backgrounds, scoring 201-300/500 on the KCPE exam.
3) Supervision of curriculum implementation was insufficient, and syllabus coverage was often incomplete.
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This is to certify that Jayarous Antony KS has been awarded the degree of Bachelor of Business Administration for having duly completed the prescribed requirements with C Grade in the year 2014 given under the seal of the University on the 4th Day of April 2014
This is the Master degree in IT awarded by Karnataka State Open University ( KSOU) in the year 2012 for the successful completion of the Master courses with thesis in AI.
Leading the Instructional Program and its effect on Academic Achievement of s...inventionjournals
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi
EFFECTS OF PRINCIPALS’ PROVISION OF TEACHING AND LEARNING MATERIALS ON STUDEN...ijejournal
In the past few years, Mathematics performance among secondary school learners in Meru County has been decreasing. The current study aims to evaluate various administrative strategies used by principals and their effects on learners’ grade attainment in Kenya Certificate of Secondary Educationin Meru County. The study examines ways through which principals support mathematics teachers through trainings, seminars, workshops and how the support is translated into students’ performance. The study adopted ex post facto design to collect data and analyze the information for conclusion. The researcher analyzed KCSE data over the previous 5 years in Meru County, interviewed the principals, and designed questionnaire for Mathematics teachers. A total of 836 Mathematics teachers and 299 principals across the county were targeted.Using stratified and random sampling, only 251 Mathematics teachers and 92 principals were engaged, which accounts for only 30% of the target. The researcher used split half technique to test reliability and instrument piloting to ensure validity of the data. The study concluded that principals provided little support to Mathematics teachers to attend seminars and workshops. However, principals defended this by citing low resource budget allocations and inadequate resources to support teachers’ seminars and workshops. The findings of the current study can be used by education ministry, school administrator, teachers, and other stakeholders during the decision-making.
Influence of Teachers’ Working Conditions on Curbing Examination Malpractices...paperpublications3
Abstract: Examination malpractice has become one of the most serious problem threatening our education system at all levels of learning irrespective of the institution status, level or location. For a long time examinations have witnessed increased and sophisticated incidents of examination malpractices. The problem is so alarming that all stakeholders in the educational systems all over the world have expressed serious concerns about it and need to find solution to it. The purpose of this study was to establish teachers’ working conditions influence on examination malpractices in KCSE examinations in Kisii County selected public secondary schools where the vice has been perennially exhibited. The researcher provided background information on the roles of teachers in examination process and how teacher factors as the independent variables can be manipulated to curb examination malpractices. This study reviewed relevant literature based on the variables guided by the research questions in line with their study objectives. The research analyzed the influence of teachers’ working conditions ,teachers’ roles in the examination process and the challenges teachers are faced with in curbing examination malpractices as dependent variables and illustrated in the conceptual framework and related literature provided. The target population constituted 15 Principals, 15 Deputy Principals, 15Examination Masters and 3 District Examination Officers. Saturated sampling was used to obtain the sample which is equal to the target population. Causal comparative Ex post facto research design was used. Questionnaires and interview schedules which were subjected to expert judgement and pilot tested for validity and reliability were used as research instruments. Statistical analysis was done to generate frequencies and percentages. The study recommended promoting teachers’ morale in terms of remuneration, better working conditions, provision of adequate and relevant educational/ teaching and learning facilities. The study also recommended full implementation of examination regulations and policies without partiality and further research on the role of other stakeholders in curbing examination malpractices.
Evaluation Study of National Examination and Student New Admission in Efforts...inventionjournals
This study aims to determine: the implementation of the new admissions system at schools in the city of Medan, to determine the level of preparedness of students in national exams and examine the relationship of learning achievement in Junior High School (SMP/MTsN) with student achievement in Senior High School (SMA/MA). The research data collected by the survey directly to schools selected as sample through observation, documentation and depth interview. Collecting data using a set of questionnaire. Research data analysis using SPSS. The results of this study are: new admissions system at the level of SMA/MAin the city of Medan done through the national exam results and a test track. Readiness of students in national exams conducted by the students tend to choose a tutoring to prepare for the National Exam. Apart from that, tutoring is also the place for high school students to learn in preparation for the National Examination, and there is a strong relationship between the results of national examinations in SMP/MTs with academic achievement in SMA/ MA. This indicates that the national exam results can be an indicator for the success of students in further education.
Influence of Home and School Based Factors on Pupils Academic Performance at ...ijtsrd
"The aim of primary education is to provide education at the basic level of all ongoing primary school pupils. This study was carried out to investigate influence of home and school based factors on pupil's academic performers at Kenya certificate of primary education in Makadara sub county, Nairobi County. The study adopted the ex post facto design which involved the studies that investigate possible causes and effects by observing an existing condition and searching back in time for possible causal factors. It involved testing out possible antecedents of events that had happened and cannot be manipulated by the investigator. The study sampled 240 teachers, 39 Parents Association members and 150 pupils from class 6 and 7. The data collection instruments comprised of questionnaires and interview guide. Data collected was categorized, coded, analyzed then tabulated. The analysis was done using Statistical Package for Social Sciences SPSS . The analysis was both qualitative and quantitative. Quantitative analysis considered use of frequency counts and distribution, tabulation totals and calculation of percentages aimed at generating the data collected into meaningful groups and frequency tables for further analysis. Qualitative analysis involved the conclusions from the respondents' opinions. The study established that most parents had a college educational level, majority of the teachers were female whereas majority of the students were males. It also established that parental level of income influenced pupils' performance in KCPE at 60 s. Physical facilities and teaching and learning resources were also cited as factors that highly influence performances. The researcher recommended that the parents should provide a conducive learning environment at home to give the pupils ample time and space to study. Parents ought to strive to provide the basic required learning materials that are vital for a good performance in the KCPE exam irrespective of their level of income. The government should endeavor to allocate funds to be used for improving on the existing teaching and learning resources in public primary schools while adding more. The government should allocate enough funds that will enable provision of key physical learning facilities. Prof. Lewis Ngesu | Awuonda Faith Atieno ""Influence of Home and School Based Factors on Pupils Academic Performance at Kenya Certificate of Primary Education in Makadara Sub-County, Nairobi County"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21607.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/sociology/21607/influence-of-home-and-school-based-factors-on-pupils-academic-performance-at-kenya-certificate-of-primary-education-in-makadara-sub-county-nairobi-county/prof-lewis-ngesu"
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO ...FRANCIS SOLOMON
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO SSCE EXAMINATION IN ENGLISH LANGUAGE AND HISTORY IN
BORNO STATE, NIGERIA
1Haman Modu, 2Gideon Istifanus and 3Ruth Ishaku
1Department of GST, 2Government Day Secondary School, Bama, Borno State, Nigeria, Department of Public Administration, 1&3College of Business and Management Studies, Konduga, Borno State, Nigeria;
ABSTRACT
Test constructed by the teacher at the class room leve l at the end of a term or end of the year is referred to as school based examination (SBE) student often perform well in the SBE because items are drawn from topic covered by the class teacher. This study is to find out the predictive validity of SBE in relation to NECO and WAEC, SSCE. The population of the study was all (670) senior secondary school in Borno state. Student performance in SBE and WAEC and NECO in English language and history in senior secondary school in 2006, 2007 and 2008 were correlated. Purposive sampling was used in selecting the school. At the time of this study only three school were found to be offering English language but not history) one school in Gwoza zone and two in Maiduguri zone. These three schools were used as samples. The result of the analysis revealed that student’s performance SSCE IN WAEC and SSCE NECO was low but there performance in SBE is high. The student performance is low in English in NECO and WAEC because no student score A or B grade for the three years in school studied. While no student obtained A or B in NECO and WAEC, the student performance in history for the three years show that few student obtained A and B grades the researcher recommend that teacher in senior secondary schools should be made to go for workshops on test construction so that they can construct good test items to match WAEC and NECO standard.
Science education is believed to be a vital tool for individual and societal development at large. The persistent low levels of students’ achievement in sciences at the various public examinations in Nigeria have continued to draw the attention of major stakeholders in education. This study examined academic achievement of Senior Secondary School students in biology and gender difference in students’ achievement was examined. Ex-post facto design of descriptive research was adopted for the study. A proforma was used to collect data from a sample of two hundred (200) students, selected using stratified random sampling procedure from the Science secondary schools in Kano state Nigeria. The data collected were the students’ performances in biology achievement tests. The data were analysed using descriptive statistics and independent-sample t-test. Overall results showed that the test internal consistency reliability is low and unsatisfactory; the students performed below average (M=47.02, SD=16.493 (47%). Similarly, gender difference exists in biology performance with another significant difference between performance of urban and rural school students. The study concludes that, biology test used in Kano state qualifying examinations to assess students potential ability in biology is not a reliable measurement tool and that, academic performance of students in biology is unsatisfactory and evidence of differential performance between gender and schools locations. The implication for measurements and evaluation of learning as well as recommendations has been discussed.
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Determinants of academic performance in kenya certificate of secondary education in public secondary schools in kiambu county, kenya
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.12, 2013
38
Determinants of Academic Performance in Kenya Certificate of
Secondary Education in Public Secondary Schools in Kiambu
County, Kenya
Mwangi Newton Irungu and Nyagah Grace
Master of Education thesis, School Education, University of Nairobi, Kenya, 2011
Email address: *mwanginewton61@yahoo.com
Abstract
this article sought to investigate the determinants of academic performance in Kenya Certificate of Secondary
Education Examination (KCSE) in public secondary schools in Kiambu County, Kenya. Four research questions
were formulated to guide the study. The study adopted the ex-post-facto research design. Simple stratified
random sampling techniques were used to select the sample; 260 teachers, 246 students, 36 principals and the
County Director of Education (CDEO) Kiambu County. Data was collected through the use of questionnaires for
students and teachers, while interview schedule was used to collect data from the principals and the County
Director of Education.
The findings revealed that, majority of the teachers (72.8%) did not use apparatus in the teaching of science
subjects while 55.6% of the students felt that their science laboratories were not well equipped. From the study,
55.7% of the schools had no libraries and where they existed, they were poorly equipped. lecture method was
more widely used than any other method of teaching. Again further 63.8% of the sampled students had scored
201-300 marks out of 500 marks at primary school level hence poor academic background. Most teachers lived
outside the schools as indicated by 57.3% of the students’ respondents, hence remedial teaching during morning
and evening was not possible. From the study majority of the students (56.9%) revealed that, the syllabus was
never covered before the end of every year.
Among the recommendations of the study were; the Board of Governors should equip the science laboratories
and libraries and put up teachers houses. A variety of teaching methods should be used to create interest in
learning and teachers should focus on value addition of the learners’ due to their low Kenya Certificate of
Primary Education (KCPE) entry marks to secondary school. Internal supervision of the implementation of the
curriculum by the principals needs to be intensified.
Keywords: Academic performance, Curriculum, Entry marks, Implementation of curriculum, teaching methods,
teaching and learning resources, school education day, school academic day
INTRODUCTION
Performance of national examinations globally is a sensitive issue because it determines the direction and future
of an individual. Each country's national examinations are based on national curricula and content standards. The
Ministry of Education Science and Technology (2000) in the Republic of Kenya observes that performance in
examinations is one indicator of educational effectiveness. It allows educational stakeholders to assess whether a
school is declining or improving in the performance of national examinations. According to Kenya National
Examinations Council (KNEC) annual report (2010), titled Education: The Kenya Certificate of Secondary
Education (KCSE) 2010 had 213,438 out of 357,488 candidates scoring C- and below. The large number
accounted for an astonishing 60% of those who sat for the examinations. Whereas the examination was sat by
357,488 candidates, only 27% obtained mean grade of C+ and above, which was considered the minimum
university entry benchmark. A notable 154,830 students representing 43 per cent of the total candidature
obtained D+, D, D- and E, the lowest grades in the KCSE ranking. Further the number of candidates who
obtained grades of D- and E in year 2010 stood at 47,405, compared to only 8,131 students who obtained the
first two top grades of A and A- nationally. The purpose of the study was to investigate the determinants of
academic performance in Kenya Certificate of Secondary Education in public secondary schools in Kiambu
County, Kenya in year 2007, 2008, 2009 and 2010.
Kiambu County was not performing well in the four years under study in the Kenya Certificate of Secondary
Education compared to other counties in the province. It was a concern to the researcher especially noting that
the county is a high potential area in terms of resources with a high socio-economic status compared to other
counties in the region and the rest of the country. Table 1.1 shows the ranking in terms of poverty index:
Percentage of individuals below poverty line 2005/2006 and the County poverty ranking (1=richest and 5-
poorest).
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.12, 2013
39
Table 1.1 County Economic Status ranking in Central Province-2005/2006.
County Percentage of Individuals Below Poverty Line. County Ranking
Kiambu 24.84 1
Kirinyaga 25.25 2
Nyeri 33.08 3
Murang’a 30.39 4
Nyandarua 49.78 5
Source: Kenya National Bureau of Statistics; Constituency Report on Well-Being in Kenya Survey-2005/2006.
According to the Economic Status ranking in Central Province-2005/2006, Kiambu County provides the learners
with an advantage of being the best in economic status of the parents over the other Counties. Therefore, there
must be other factors that affected the academic performance in the county in the four years under study. Table
1.2 shows the consistent performance of Kiambu County in the four years under study compared to the other
Counties in Central Province, Kenya.
Table 1:2 Academic Performances in Kenya Certificate of Secondary Examination in Central Province
between 2007-2010, in terms of mean score.
County 2007 2008 2009 2010
Nyeri 4.480 4.883 4.976 5.127
Nyandarua 4.395 4.862 4.879 4.985
Murang’a 4.523 4.717 4.754 4.919
Kirinyaga 4.104 4.792 4.834 5.119
Kiambu 4.197 4.377 4.458 4.574
Provincial mean 4.285 4.784 5.165 4.945
Source: Provincial Director of Education (PDE)-Central: KCSE 2007-2010, result analysis. (May 2011)
Table 1.2 shows the trend in performance for the various counties in Central Province. Kiambu County
consistently attained the lowest performance in Kenya Certificate of Secondary Education Examination over the
four years under study. The study focused on the impact of the following issues: teaching/ learning resources,
teaching methods, learners’ KCPE entry marks and the supervision of implementation of curriculum.
Statement of the problem
Kiambu County maintained the last position in the province in academic performance of Kenya Certificate of
Secondary Examination in the four consecutive years under study (PDE-central, 2007-2010 KCSE result
analysis). The academic performance includes the mean score and the quality grades that lead to admission to
universities for degree courses. Most candidates scored low grades, hence raising the concern. Taking the
importance of good academic performance of national examinations globally, this study sought to investigate the
determinants of academic performance of KCSE in Kiambu County.
Research Methodology
Research design
The study used ex-post-facto design. According to Best and Kahn (1998) such independent variables such as,
teaching and learning resources, supervision of implementation of curriculum, learners entry behaviour and
teaching methodologies cannot be manipulated. The study sought to establish to what extent the performance
(dependent variable) is affected by school environmental factors (independent variables). The study was mainly
qualitative and quantitative in nature.
Target population
The population involved in this study comprised of 40 public secondary schools, 3,500 form four students, 800
teachers, 40 principals and the County Director of Education in Kiambu County.
Sample size and sampling procedures
To determine the sample size from the 40 public schools, 800 teachers and 3,500 form 4 students, the researcher
used the table for determining sample size for research activities from Krejcie, R. V., & Morgan, D. W. (1970).
This table helped the researcher to determine (with 95 percent certainty) what the results would have been if the
entire population had been surveyed. Therefore, a sample size of 36 schools was used where 9 day schools, 9
boys boarding, 9 girls boarding and 9 mixed boarding schools were used giving a total of 36 schools. Simple and
stratified random sampling procedures were used to determine the schools, students and teachers to be involved
in the study.
Research instruments
Data was collected through questionnaires, which were administered to the teacher and students. Interview
guides were used to collect more information from the principals and County Director of Education.
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.12, 2013
40
RESEARCH OBJECTIVES AND QUESTIONS
The objectives of the study were:
a) To identify the methodologies used in the teaching process that affected academic performance of students in
Kenya Certificate of Secondary Examination.
b) To establish the effect of Kenya Certificate of Primary Education entry marks on students’ in Kenya
Certificate of Secondary Examination performance.
c) To determine how the supervision of implementation of curriculum affect students’ academic performance in
Kenya Certificate of Secondary Examination.
RESEARCH FINDINGS AND DISCUSSION
Data was analyzed using quantitative statistics such as frequency distributions and percentages. Qualitative
descriptions (discussions) were also used in the presentation of data. The data collected through the use of
questionnaires was coded to make it easier to analyze using the SPSS computer program. The data was further
analyzed and interpreted to provide meaningful and final results. Hence, in view of the above, the researcher
analyzed the data and presented the findings of the research in percentages and frequency tables. Open-ended
questions were analyzed using qualitative analysis and excerpts of the respondents. The sample for the study
consisted of 260 teachers, 246 students, 36 principals and the County Director of Education. The questionnaires
were administered to 260 teacher respondents, out of which 246 (94.6%) returned the questionnaires. All the 246
(100%) students’ respondents returned the questionnaires. The researcher targeted 36 principals, but was able to
interview 34 principals representing 94.4% of the sample size.
Objective 1: To identify the methodologies used in the teaching process that affected academic performance of
students in Kenya Certificate of Secondary Examination.
Most science teachers used demonstration methods even where class experiments are possible. About 55.6% of
the teachers and 55.7% of the students further indicated that, their laboratories and libraries respectively were not
well equipped. From the study, lecture method was widely used as a method of teaching, than any other method
of teaching as agreed by majority of teachers (59.05%) and students (55.8%) respectively.
Objective 2: To establish the effect of Kenya Certificate of Primary Education (KCPE) entry marks on students’
in Kenya Certificate of Secondary Examination performance.
Out of the 234 students who responded, 68.4% had scored 201-300 marks out of 500 marks in Kenya Certificate
of Primary Education (KCPE). The Provincial Director of Education gave the provincial KCPE mean score in
2007, 2008, 2009 and 2010 as 249.52, 242.76, 244.56 and 245.67 respectively. Hence, the county KCPE mean
score was far below the provincial KCPE mean in the four years under study. Majority of the teachers (52.4%),
said that the students were academically weak.
Objective 3: To determine how the supervision of implementation of curriculum affect students’ academic
performance in Kenya Certificate of Secondary Examination.
According to the principals, visits by Quality Assurance and Standard Officers to schools for assessments were
rare. This was supported by 50% of the students’ responses. The County Director of Education also concurred
that assessment exercises were not carried out adequately due to lack of adequate personnel at the County
Education Office. The syllabus was not covered by the end of each year as reported by 56.9% of the students and
the County Director of Education.
During the assessment exercises by the ministry’s officials, the following were identified as the major weak
areas that need redress;- poor syllabus coverage, schemes of work and lesson notes were in most cases not up to
date, importance of adding value to learners entry behaviour, poor record keeping, teacher friendly time tables, a
variety of teaching methods to be used, implementation and supervision of curriculum by the administration to
be intensified and provision of more internal examinations. This study found that where assessment was done
due to a crisis, it was after students’ unrest or poor performance. Effective internal quality assurance mechanisms
were also lacking. Further information revealed that, there was lack of internal supervision by head teachers and
textbook teaching by the teachers.
Further, to that, the principals raised the following issues which adversely impact on performance: Due to
proximity to Nairobi city, teachers are not committed to their professional work, since many of them own small
businesses resulting to conflict of interest. The teachers also lack parents’ support especially on matters related to
discipline and academics. For example teachers cited incidences where parents threaten teachers with either
going to court or reporting to the local education office when corporal punishment is used while parents are also
reluctant to give incentives to teachers and learners.
A lot of emphasis has been put on girl child, threatening the welfare of boy child. As a result the boy child
engage himself with undesirable behaviours like drug and substance abuse, whose market is readily available,
joining of outlawed groups like Mung’iki sect and illegal methods of making quick money like robberies. The
boys are influenced by their peers who impress them through the money made through undesirable methods.
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.12, 2013
41
Child labour was also found to be an issue especially to areas with coffee and tea plantations.
Learners lack role models because the educated group migrates to urban areas where they feel they are secure.
Most people do not take courses whose market are in the rural areas e.g. teaching, nursing etc, rather they prefer
courses whose employment are found within the urban areas. The researcher found out, that over 75% of the
schools in the county are headed by principals from outside Kiambu County. It is important to note that, teachers
are a source of wisdom in the rural areas because they are opinion leaders and can have a lot of influence to the
learners in terms of role model. The rural area is left to the uneducated rich people who are not many. As such
the learners wonder whether they indeed require education to become successful.
Due to proximity to Nairobi city many parents are able to do small scale farming like horticulture because
market is readily available. As a result of competition the parents don’t give learning priority such that a parent
will be having revolving money until the learner is sent home to collect the school fees. The learner’s are also
attracted to same kind of business which appears easy to start and make quick money. Therefore the learner will
either drop or not take his studies seriously.
Conclusions and recommendations
Conclusions
Based on the findings, the study concluded that: Majority of the schools (55.6%) did not have equipped
laboratories and where such facilities were found they were not adequately used. About fifty five percentage
(55.7%) of the schools had no libraries and where one existed, it had inadequate books. Lecture method was
dominantly used as a method of teaching.
Majority of the students (63.8%) had an average of 200-300 marks when they joined form one resulting to poor
academic background. Majority (57.3%) of teachers lived outside the school as reported by the student
respondents hence denying the students opportunity to interact with teachers in the evening, before lessons in the
morning and during weekends. Assessments by the Quality Assurance and Standards Officers were rare, while
there was a general lack of internal supervision of implementation of the curriculum.
About ninety three percent (92.7%) and 78.5% of students and teachers responses respectively showed that
schools never took seriously the concept of entry behaviour value addition hence targets are not set. Majority of
the schools never completed the syllabus as indicated by 56.9% of the students’ responses, hence denying the
candidates the opportunity to answer a variety of questions and therefore reducing their chances to perform well.
Teachers had a negative attitude towards the students’ academic ability. Parents support towards learning was
found to be lacking as majority engage in small scale businesses either within or at Nairobi city which is within
the proximity of Kiambu County while teachers were found to be afraid of administering corporal punishment
which resulted to conflict between them and the parents. Parents were found to be reluctant at providing
incentives to both teachers and learners. Lack of local role models was found to be lacking.
Recommendations
The findings of this study have revealed several implications. Therefore, the following recommendations may
help to improve the academic performance of Kenya Certificate of Secondary Examination.
i. The School managements need to urgently equip the Science laboratories to enhance teaching of
science subjects and establish libraries where students can supplement what they learn with teachers.
ii. Teachers should use a variety of teaching methods like lecture, demonstration, class experiment, group
discussion and excursions. This is necessary to make the learning interesting.
iii. Teachers should focus their attention on value addition of learners rather than having the attitude that
the learners are weak academically. This will motivate the learners.
iv. School managements should consider putting up teacher’s houses to create more contact hours between
learners and teachers during the evenings and mornings.
v. There is need to increase the frequency of assessments by the county quality assurance and standards
officers to update the teachers on issue of curriculum implementation.
vi. There is need for Principals to intensify thorough and quality internal assessment as a measure of
curriculum implementation.
vii. Despite the low entry marks in Form One, learners and teachers should set high targets, and embrace
the value addition concept with a view of improving the performance.
viii. Teachers should avoid using corporal punishment to avoid legal consequences since learners are
protected by the children’s act.
ix. Parents should be involved in academic matters like giving incentives to both teachers and learners. For
example school academic days where parents, teachers and learners discuss academic progress while
school education days should be held at least once a year to reward learners and teachers who excel in
academic performance.
5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.12, 2013
42
x. Local residents who have excelled in different fields should be invited during parents, education day
and during Guidance and Counseling sessions and be given an opportunity to talk to such gatherings as
a way of motivation.
Recommendations for further research
From the findings of this study the researcher made the following recommendations;
i. A similar study in other parts of the country would be useful for comparative purposes. Indeed, a
nationwide study would be useful, comparing the results in the various regions in the country.
ii. This study investigated a limited number of factors that impacts on performance in KCSE namely,
teaching methodologies, students’ KCPE entry marks and the supervision of implementation of
curriculum. There are however other factors that may influence academic performance in KCSE
examination like the quality of teachers, administrative set-up, parental occupations, quality of internal
supervision and lack of commitment by the teachers. It would therefore, be useful to explore the extent
to which these other factors impact on academic performance in KCSE examination.
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