dc.description.abstract | In this research project the relationship between schools based mock examination scores
and final KCSE scores have been investigated and the corresponding predictive validity
determined. Consequently how well mock scores evaluate the curriculum and whether or
not they can be used as surrogates to KCSE scores is discussed. Ultimately the present
and the future role of teacher based examinations such as mocks have been put on focus.
The process involves a case study on the public National secondary schools in Kenya,
which best represents the Kenya society as intake in those institutions is done on quarter
allocation basis and where facilities are most comparable. Data capture was done by
random sampling techniques mainly on old records from schools and KNEC archives.
The Design basically involved determination of correlations, the use of both descriptive
and inferential statistical analysis to depict the nature of sample data distribution, as well
as association or differences between variables. The process has applied graphical
instruments, sequential plots and error plots to depict differences. Association was
measured using Pearson's correlation coefficient, Pearson's regression analysis,
Spearman's correlation for strength and the student's t-test. The SPSS computer
application software was applied in data analysis. The duration of the study lasted about
eight months starting from December, 2007 to August, 2008. The relationship between
mock (trial) scores and KCSE scores was found to be Linear, positive and significant at
95 % confidence level. | en |