EFFECT OF EXAMINATIONS AS A DOMINANT EVALUATION APPROACH ON THE IMPLEMENTATION OF SECONDARY SCHOOL CURRICULUM IN KENYA

Abstract

Examinations have been widely used as a tool for curriculum evaluation not only in Kenya but across the globe. Examinations are used for promotion of learners, promotion of teachers and placement of learners in colleges and universities. Use of examinations as an indicator of performance and promotion leads to competition among schools. Stiff competition has led to unorthodox means of passing examinations such as cheating which manifests through collusion, impersonation, sneaking of unauthorized materials in examination room. The purpose of the study was to establish effects of examinations on curriculum implementation in secondary schools and come up with alternative approaches to curriculum implementation. The objectives of the study were: To establish the frequency of examinations in secondary schools; to find out the effects of frequency of examinations on syllabus coverage; to establish the effects of frequency of examinations on choice of pedagogical approaches; to establish relationship between MOE policy and school policy on examinations; to suggest alternative approaches to curriculum evaluation. 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. Study population include principals, students, and teachers from 408 public secondary schools and Quality Assurance and Standards Officers (QASOs) from Kakamega County. Total sample of the study was 2053 which include: 40 principal,1800 students, 200 teachers and 13 QASOs. Data collection involved administration of questionnaires to QASOs, students, teachers, and interview guide for principals. A researcher developed questionnaire instruments for teachers, students and QASOs with reliability index of 0.71 based on 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 main findings of the study were as follows; Most schools administered more than two examinations per term, frequent examinations led to selective teaching as teachers only taught examined subjects and topics that were frequently set in KCSE. Besides the findings revealed that schools denied candidates time to participate in co- curricular activities. Teacher centered pedagogies such as lecture, dictation and direct instruction were found to be the main methods of instructions during teaching and learning. Schools administered many examinations most of which were summative in nature thus contradicting Ministry of Education policy which emphasized on formative evaluation The following are recommendations of the study: There should be review of the government examination policy to ensure adherence by all secondary school. There should be a comprehensive assessment system which ensures diagnostic, formative, and summative evaluation as well as integration of formal and informal curriculum in evaluation. Curriculum content should be implemented within the defined time frame by KICD so that students can learn, and curriculum objectives to be realized.