Nicodemus Ojuma Anyang & John Mugun Boit

Abstract

School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine the value-added to students’ entry marks upon exit. Cross-sectional survey design was used. Purposive sampling was used to identify the four schools under study and form three students. The respondents were selected using simple random sampling. The sample size comprised of 197 respondents (49 teachers and 148 students) Data was analyzed using quantitative statistical techniques that included percentages and means and qualitative methods. The study found out that all the four schools under study had achieved a negative index value addition. The study recommends that the Ministry of Education should shift their focus from the raw school or individual students mean score to the value added on the students score from entry to exit.  Thus schools and teachers should be made accountable.

Key words: Effectiveness, improvement, value-added, entry marks

Contact author: Dr. Anyang Nicodemus Ojuma, Ministry of Education, Kenya