Journal Articles

Permanent URI for this collectionhttp://erepository.kibu.ac.ke/handle/123456789/9624

Browse

Browsing Journal Articles by Subject "academic achievement"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    Effect of secondary school categorization on examination failure rates among public secondary school students in Kenya
    (Journal of Education and Practice, 2019-11-30) Nyangweso, Japhary Omari; Maiyo, Julius K.; Kati, Robert
    Secondary schools in Kenya are categorized as national, extra-county, county, sub-county and private secondary schools. Students who excelled in K.C.S.E examination with a minimum grade of C+ are allowed to pursue different courses in public and private universities. Others who scored C and C- grade joined diploma colleges. The paper sought to find out the effect of secondary school categorization on examination failure rates among public secondary schools students in Kenya. The scope of the study was limited to all the students from public secondary schools in the four counties of Kakamega, Bungoma, Busia, and Vihiga in Kenya. It was limited to randomly chosen sample size of 464 students, 58 principals, and 58 directors of studies from the 58 sampled out public secondary schools. Wellberg’s (1981) theory of educational productivity was employed. The paper employed mixed methods and survey research design. Data collection instruments included questionnaires, interview schedules, focused group discussions and analysis of secondary data. Content validity was determined through subject matter expert review while reliability was determined through test-retest measures for consistency. Descriptive and inferential statistics were used to analyze data. Inferential one was the Kruskal Wallis test. The paper concluded that secondary school categorization led to failure of students in public secondary schools at KCSE examinations in Kenya due to academic inadequacies experienced in sub-county and some county public secondary schools. It was therefore recommended that the classification of students into the four distinct groups of national, Extra County, county and sub county students be abolished
  • No Thumbnail Available
    Item
    Factors Influencing Students’ Academic Achievement in Linear Algebra.
    (International Journal of Education and Evaluation, 2017-04-10) Kati, Robert O.
    This study investigated the relationship between students’ year of study, gender and academic achievement in Linear algebra in a selected university in Kenya. One hundred and one 3rd and 4th year students were sampled for the study. The students were taught the same content by the same lecturer. An achievement test was then administered to them. The relationship between the selected variables and academic achievement in Linear algebra was tested using t-test at 0.05 level of significance. The study found that students’ gender was not significantly related to academic achievement in Linear algebra. Students’ year of study was significantly related to academic achievement in Linear algebra. It is anticipated that the findings of this study will give curriculum developers new insights into emerging issues on performance and influence the Ministry of Education on policy formulation.