Prediction of E.A.C.E performance in Western province of Kenya
Abstract
This study was conducted to investigate the problem is the C.P.E. examination a good predictor of the K.C.E.(or E.A.C.E.) examination performance in the Western Province of Kenya?" This was done by finding out the extent to which the prediction efficiency of the E.A.C.E. examination performance is affected by the following factors. The C.P.E. ~and E.A.C.E. examination performances, the non-academic factors (choice of secondary schools, secondary school quality and range restriction) and sexual differences in the C.P.E. and E.A.C.E. examination performances.
In this case, the data were obtained from a sample of 165 students who had sat \ - the E.A.C.E. examination in 1979. These 165 students were selected from ten secondary schools from the three district.s of Western Province. The simple random and systematic sampling techniques were used in the selection of the secondary schools and the students that were used in this study. The 165 students were traced back to their 1975 C.P.E. examination, and their performances in the two examinations were compared. The students used in this study were in the age range of seventeen to tweenty-two years old, at the time of collecting data.
The scatter diagram, regression graphs, means, standard deviations, Pearson product-moment correlations, tetrachoric and Phi coefficients, analysis of variance, multipie correlations and beta weights were undertaken to examine the relationship between C.P.E. and E.A.C.E.
examinations. The t-test and other statistical tests at the 5 percent significance level were performed.
Firstly the results indicated that, in general, the G.P.E. examination was a fairly good and efficient predictor of the K.G.E. examination performance. The Pearson product-moment correlation found in this case was positive and statistically significant. This result established the existence of some positive linear relationship between the G.P.E. and K.G.E. examinations. Secondly, from the limited data on the three non-academic factors, namely choice of secondary schools, secondary school quality and range restriction, it was concluded that these factors did not significantly affect the prediction of K.G.E. examination performance by the G.P.E. examination.
Thirdly, from the choosing of K.C.E. examination subjects, it was concluded that girls prefer the non¬science subjects to the science ones, whereas boys prefer science subjects to the non-science ones. Also the K.C.E. examination subjects were grouped according to the intellectual skills they measured, namely numerical and verbal skills. Tilis r e au.I ted into the numerical and descriptive sciences clusters, and the non-sciences cluster. The numerical sciences and non-sciences clusters mainly measured numerical and verbal abilities respectively. The descriptive science cluster subjects measured both verbal and numerical a bili ties almost equally. The general
numerical abilities almost equally. The general intellectual ability was common to all clusters'
subjects.
Fourthly, the results indicated that the C.P.E. Mathematics and English were better predictors of
the K.C.E examination than the C.P.E. General raper.
Fifthly, it was concluded that the C.P.E. examination was good predictor of the K.C.E. examination performance among girls who enter secondary school with just below average marks than among boys with the same marks. It was also concluded that there were no
sexual differences in the C.P.E. and K.C.E examination performances Since Kenya's independence in 1963, there has been rapid of expansion of education at all levels.This expansion has been the greatest at the primary school level.
Due to this, the primary school leaving examination such as the C.P.E. (or K.C.P.E.) needs to be
designed and set in such a way so as to efficiently meet its dual purpose of selection and certification.
Additionally the present study should be carried out in other parts of Kenya and of the world, in order for the conclusions drawn from it to be generalized. The introduction of subjects such as kiswahili, Arts and Crafts, woodwork and metalwork, Agriculture music and Home Science in the primary school curriculum, as it has been done in the 8-4-4 educational system, is most appropriate. If this is carefully done, it might help in improving the prediction efficiency of the help in improving the prediction efficiency of the help in improving the prediction efficiency of the K.C.E examination performance, by C.P.E (K.C.P.E) by discriminating sharply between the good and poor performers in it. This might in turn help the Kenya Government in educational planning.
Iastly, the effects of primary education quality on the high-level achievement at secondary and tertiary educational levels, need to be taken into account whenever a new educational system is implemented. These results and their implications were discussed in terms of the maturation effects and the quality of secondary school education provided. These recommendations were suggested in order to guide the curriculum developers, test developers and educational
planners in their efforts to produce a more balanced I curricullum for courses in the primary schools, more valid and reliable selection tests and more suitable educational plans.
Citation
M.ED Thesis 1983Sponsorhip
University of NairobiPublisher
Faculty of Education, University of Nairobi
Description
Master in Education Thesis
Collections
- Faculty of Education (FEd) [5964]