Effects of High Frequency of Examinations on Choice of Pedagogical Approaches in Kakamega County, Kenya

Tundo Knight; John O. Shiundu; Wangila E. Wekesa

doi:10.51867/ajernet.5.1.19

Authors

Tundo Knight
tundoknight@yahoo.com
Department of Curriculum and instructional Technology, Masinde Muliro University of Science and Technology, Kenya
John O. Shiundu Department of Curriculum and instructional Technology, Masinde Muliro University of Science and Technology, Kenya
Wangila E. Wekesa Department of Curriculum and instructional Technology, Masinde Muliro University of Science and Technology, Kenya

Keywords:

Examinations, Kakamega County, Pedagogical Approaches, Secondary Schools

Abstract

The purpose of the study was to establish the effects of examinations on the choice of pedagogical approaches in secondary schools in Kakamega County, Kenya. Inferential statistics were applied to analyze the data. We employed a combination of Saturated, Stratified, and simple random sampling techniques. The study was conducted in Kakamega County. The study population includes principals, students, and teachers from 408 public secondary schools and Quality Assurance and Standards Officers (QASOs) from Kakamega County. The total sample of the study was 2053, which included 40 principals, 1800 students, 200 teachers, and 13 QASOs. Data collection involved the administration of questionnaires to QASOs, students, and teachers and an interview guide for principals. The research team developed questionnaires for teachers, students, and QASOs with a reliability index of 0.71 based on the Cronbach alpha reliability method. Analysis of variance was used to test the hypotheses at 0.05 alpha level. Quantitative data was analyzed by use of descriptive and inferential statistics, while qualitative data was coded into sub-themes. The analyzed data was organized in tables and figures. The study found that teacher-centered pedagogy was the main method of instruction during teaching and learning. Therefore The study recommends the implementation of curriculum content should be implemented within the defined time frame by KICD so that students can learn and curriculum objectives can be realized.

Dimensions

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