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

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      African Journal of Empirical Research
      AJER Publishing

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          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.

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          Most cited references18

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          The unequal variance t-test is an underused alternative to Student's t-test and the Mann-Whitney U test

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            Formative Assessment: Assessment Is for Self-regulated Learning

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              Rational responses to high stakes testing: the case of curriculum narrowing and the harm that follows

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                Author and article information

                Journal
                African Journal of Empirical Research
                AJERNET
                AJER Publishing
                2709-2607
                January 01 2024
                February 13 2024
                : 5
                : 1
                : 195-205
                Article
                10.51867/ajernet.5.1.19
                c0286ac5-a53c-4888-9aef-abbfbb2fa6b6
                © 2024

                https://creativecommons.org/licenses/by-nc/4.0

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