Effects of High Frequency of Examinations on Curriculum Implementation in Kakamega County, Kenya

Authors

  • Tundo Knight 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

DOI:

https://doi.org/10.51867/ajernet.5.1.20

Keywords:

Curriculum Implementation, Examinations, Schools, Kakamega, Kenya

Abstract

Examinations have been widely used as a tool for curriculum evaluation not only in Kenya but across the globe. The use of examinations as an indicator of performance and promotion of learners has led to competition among schools and learners, which has compromised the quality of education provided. Teachers teach selectively by emphasising examined subjects and topics. The purpose of the study was to establish the effects of examinations on curriculum implementation in secondary schools. Descriptive survey research design and inferential statistics were applied. Sampling was done by use of Saturated, Stratified, and simple random sampling. 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. A researcher developed questionnaire instruments 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 analysed by use of descriptive and inferential statistics, while qualitative data was coded into sub-themes. The analysed data was organised in tables and figures The following were the study's primary findings: More than two exams were given in most schools each term, and this led to selective teaching because teachers only covered topics and subjects that were regularly covered in the KCSE. Moreover, candidates in particular did not engage in extracurricular activities because they were too busy studying for exams. To guarantee that all secondary schools follow the government examination policy, it should be reviewed. Early syllabus coverage is an unprofessional attitude; as a result, curriculum content should be implemented by KICD within the allotted time frame in order to support students' learning and help them achieve the curriculum's objectives.

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Published

2024-02-14

How to Cite

Knight, T., Shiundu, J. O., & Wekesa, W. E. (2024). Effects of High Frequency of Examinations on Curriculum Implementation in Kakamega County, Kenya. African Journal of Empirical Research, 5(1), 206–215. https://doi.org/10.51867/ajernet.5.1.20