Influence of examination management practices on students’ Academic performance in public secondary schools in Hargeisa region, Somaliland

Abstract

In recent years, secondary school students have shown poor academic results in Mathematics, Languages, Sciences, and Humanities. Although many studies have tried to tackle this problem, the role of examination practices has often been overlooked. This study seeks to explore how examination management practices affect the academic performance of public secondary school students in Bardass, Hargeisa region, Somaliland. The study's objectives were to evaluate the impact of examination setting, distribution, invigilation, and marking practices on students' academic performance in public secondary schools in Hargeisa, Somaliland. The research was based on Self-Determination Theory (SDT) and utilised an explanatory sequential research design, incorporating both quantitative and qualitative methods. The target population was 412 individuals, with a sample size of 52, including 5 principals, 45 teachers, 1 Examination Officer, and 1 Sub-Region Director of Education, selected using a sampling theorem. Data was gathered through questionnaires and interviews with principals, teachers, the Examination Officer, and the Sub-Region Director of Education. The research tools were tested in a pilot study at a school in Bardass, Hargeisa, using the test-retest method to assess reliability, with a Pearson moment correlation coefficient threshold of r=0.7 deemed acceptable. Content validity was evaluated by educational administration experts from Mount Kenya University’s School of Education, while peers at the school assessed face validity. Qualitative data was analyzed thematically based on the study’s objectives, and quantitative data analysis entailed descriptive statistics and correlation analysis in SPSS version 24. The findings revealed that examination setting practices, such as the design of exam formats and the selection of questions, impact academic performance in public secondary schools in Hargeisa, Somaliland, with a moderate positive correlation (r=.622). The study also found that examination distribution practices, including the dispatch and distribution of exams, affect academic performance. Additionally, invigilation practices, such as the recruitment and planning of invigilators per exam center, were shown to influence student performance. A moderate positive correlation (r=.630) was also observed between examination marking practices and students’ academic performance. The study concluded that examination management practices significantly influence the academic performance of public secondary school students in Hargeisa, Somaliland, with varying effects across different aspects. These findings have potential implications for various stakeholders in education, including students, teachers, school administrators, and the Ministry of Education.