School of Education

Permanent URI for this community

https://erepository.mku.ac.ke/handle/123456789/49

Browse

Browsing School of Education by Subject "Assessment,"

Now showing 1 - 2 of 2
  • Thumbnail Image
    PublicationOpen Access
    The influence of free Primary Education on Kenya Certificate of Primary Education performance in Kenya
    (problems of education in the 21st century, 2012) Kikechi, Ronald Werunga; Chepkwony, Silas M. Kisebe; Gitahi, Kihumba; Sindabi, Oliver
    The origin of Free Primary Education (FPE) can be traced back to the 1948 Declaration of Human Rights where basic education was recognized as a human right. The current FPE programme was launched in 2003 and it led to an overwhelming enrolment of pupils at the primary level of education. Such a soaring enrolment is feared to have compromised the Kenya Certificate Primary Education (KCPE) performance, which is a key indicator of quality education. The study therefore aimed at determining the influence of high enrolment on; the ability of teachers to offer quality instruction; learning resources; management of pupils’ discipline and suggestion on how to improve FPE in light of KCPE performance. The paper assessed FPE on KCPE performance in Kaptama Division, Mt. Elgon District, Kenya. The researcher used descriptive survey design. A sample of 310 respondents consisting of 253 standard eight pupils, 40 teachers, 13 head teachers and 4 education officers was used. The main tools of data collection were a questionnaire and interview schedule. Document analysis was also used in the study. Data analysis involved the use of frequencies, percentages, tables, chart, graphs and description. The findings of the study established that implementation of FPE led to high enrolment which witnessed high pupil - teacher ratio and ill-discipline among pupils. It has also led to inadequate learning facilities (classrooms, desks and chairs), fewer tests for pupils which lack in content and depth and increased work load among teach¬ers. This has in turn compromised KCPE performance. Constant inspection should be carried out by the Ministry of Education for the success of the programme.
  • Thumbnail Image
    PublicationOpen Access
    Teacher commitment and mathematics performance in primary schools: A meeting point!
    (International Journal of Development and Sustainability, 2012) Kiplagat, Paul; Role, Elizabeth; Makewa, Lazarus Ndiku
    This study examined the phenomenon of teacher commitment and its relationship with pupil’s academic performance in primary school mathematics. The study was conducted in western region of Kenya where 280 class 8 pupils and 74 mathematics teachers participated. The researchers made use of causal-comparative research design. Stratified, random and purposive sampling techniques were used to get the sample for the study. Data collection was done using a self constructed questionnaire which had been validated and subjected for a pilot study and its reliability determined. Each subscale of the questionnaire yielded a Cronbach’s alpha reliability coefficient of 0.60 and higher and data analysis was done using descriptive and inferential statistics (t-test). The study revealed that the majority of mathematics teachers in public day primary schools of western region of Kenya were trained with a teaching experience of between 11–20 years. However, there was an average rating on the following variables believed to be related to teacher commitment: teacher preparations, teachers’ use of learning resources, teaching strategies and assessment methods. Further, teachers from high performing schools rated assessments in mathematics, teacher preparations, teachers’ use of learning resources and teaching strategies, higher than the low performing schools.