Attributable Factors To Learning Outcomes

Abstract

Kenya education system has experienced many challenges which have compelled the Ministry of Education to formulate and implement policies to address these challenges. For instance, after new policies governing administration and marking of national examination was implemented, massive failures of candidates was reported. The study uses nal examination(KCSE score) to analyse how student attributes(age and gender), KCPE marks(entry behaviour), gender and category of school in uences students ability to score C+ and above in KCSE. Also termly score of the students was followed to ascertain at what stage does these predictor variables a ects learners most. Datawere from Limuru subcounty, Kiambu county, in Kenya. A sample data of 2015 cohorts were collected for the four years up to form four. Two sample t-test,logistic regression and multilevel linear model were used to examine data. Analysis of the data was done using SPSS, R and gretl softwares. Some of the major ndings were; rst, factors a ecting learning outcomes in Limuru subcounty were:KCPE marks(entry behavior), age and gender of the learners. Secondly, it is during the seventh term (term 1 form 3), tenth term and eleventh terms (corresponding to rst and second terms in form four respectively) that performance of students declined most. Students are at the greatest risk to perform poorly during rst term in form one and rst term of form three. Lastly, form two and three averages have great relationship with the KCSE score of a learner. Recommendation of this study include the following;since KCPE marks (entry behavior) was a major factor identi ed that determine the learning outcome, there is need to carry out similar study in primary level to address the challenge of poor academic achievement at an early stage. Also, learners performance should be followed closely monitored right from form one since they contribute to the nal score of the learner in KCSE.