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Factors Related to Examination Irregularities in Secondary Schools in Meru-South District, Kenya

Show simple item record Mucheke, Rosemary Kawira Maithya, Paul M Misati, Joseph 2016-05-18T10:03:13Z 2016-05-18T10:03:13Z 2013
dc.description Abstract en_US
dc.description.abstract Curriculum in the Kenyan education system is academic oriented, with examinations playing a central role in career placement and progression to the next level. The researcher sought to determine factors related to examination irregularities in Continuous Assessment Tests and mocks examination among form 3 and 4 classes using descriptive survey. The study targeted the District Examination Officer, head teachers, teachers and students on examination policy, examination revision, the role of curriculum department in administration and invigilation of internal examinations. The study sampled schools using purposive sampling techniques using the criteria of boarding status and type of school (boys/ girls or mixed). A combination of stratified sampling, simple random sampling and systematic sampling techniques were also used. Data were collected using interview schedules for the District Examination Officer and headteachers, and questionnaires for form 3 and 4 subject teachers. Questionnaires were equally administered to form 3 and 4 students respectively. Results were presented in descriptive statistics, tables of frequency, percentages, charts, graphs, research and narratives. The study found out that examination irregularities in schools were propagated by the school environment, the home situation, schools' stakeholders and the Ministry of Education with its subsidiary bodies such as the Kenya Institute of Education, Kenya National Examination Council and District Education Officer's office. Examination irregularities impacted negatively on students, parents, schools and the Kenya National Examination Council. Consequently, more strategies were yet to be employed on the management and administration of examinations to arrest the loopholes. The research questions answered indicated significant relationship between the types of irregularities and reasons for involvement in internal and external examination irregularities. The study recommended that the curriculum department in schools should play an active role in coordinating examinations, motivating good performers and addressing challenges and poor performers. en_US
dc.language.iso en en_US
dc.publisher African Journal of Educational and Social Sdence Research en_US
dc.subject Meru-South District en_US
dc.subject Examination Irregularities in Secondary Schools en_US
dc.subject Examination Irregularities en_US
dc.subject Factors Related to Examination Irregularities in Secondary Schools in Kenya en_US
dc.title Factors Related to Examination Irregularities in Secondary Schools in Meru-South District, Kenya en_US
dc.type Article en_US

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