Publication: Comparative analysis of performance in secondary school summative examination in private and public day primary schools for proactive managerial planning in Maara district,Kenya.
Total Views 0
total viewsTotal Downloads 11
total downloadsDate
2013-11
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Kenya University
Cite this Item
Abstract
There has been a debate on the method used for form one placement. Many people argue that there
should be a quota system that offers candidates from public primary school a better chance of
joining national secondary schools. The purpose of the study was to make comparative analysis of
performance in secondary school summative examination for students who attended private and
those who attended public day schools for their primary school education for proactive managerial
planning in Maara District. The study adopted correlation design. The targeted population was 23
boarding secondary schools in Maara District which have been in existence for more than four
years. The study population comprised of 23 principals and 23 curriculum masters. Purposive,
stratified random sampling was used to select 12 schools. The one National school and the one
private school in the district were purposively selected. Stratified Random sampling was used to
select 4 girls’ school, 2 Boys’ schools and 4 mixed schools. Data was collected using questionnaire,
interview schedule and document analysis. Piloting of the questionnaire and interview schedule was
done on a sample of 4 teachers in two secondary schools that were not involved in the final study.
Test-retest method was used to determine the reliability of the instruments.
Reliability coefficient of
0.72 obtained with the principals’ questionnaires after reviewing the instrument was deemed
reliable for the study. The findings revealed
that there was a moderate relationship which was not
statistically significant between the type of school attended and performance at KCSE examinations
of individual students.
There was strong, positive correlation between pupils’ scores in KCPE and
performance at KCSE. The most significant school related factors influencing students’
performance in KCSE established included
adequacy of instructional resources and the extent to
which
they are used, student extrinsic motivation, teacher-student ratio,
teachers experience and
pedagogy and school infrastructure. The most significant family related factors influencing
students’ performance in KCSE that were established included
parents’ level of education, parent
s’
occupation and income, parents participation in school activities, parents ability to provide learning
materials and family size (number of other siblings in school).
The study established that the most
significant student related factors influencing performance in KCSE included
self-discipline and
initiative, Class attendance/absenteeism, student intrinsic motivation, study habits,
entry behavior
(KCPE marks), type of friends a student associates with and completion of assignments and other
learning tasks.
The researcher therefore concluded that on average the type of primary school
attended moderately reflected on a student’s future performance at KCSE examination and
pupils’
scores in KCPE and performance at KCSE were correlated. Based on the study findings, the
researcher recommends that
the Ministry of Education provide the required instructional material,
infrastructure and teachers to produce good quality graduates.
Description
Keywords
Education planning, Education management