Contributory Factors to Low Achievements in National Examinations

Pupils' academic achievement in Kenya Certificate of Primary Education (K.C.P.E) examination has been low and lagging behind in Mandera County than in any other County in Kenya since the year 2012. The purpose of this study was to find out the pupils, parents and teachers' perceptions on causes of low achievement in Kenya Certificate of Primary Education examination by public school pupils in Mandera County. The study has employed qualitative research method. Semi-structured interview guides have been used to collect responses from the interviewees. Fifteen (15) participants who were grouped into three sets (six pupils, their six parents and three teachers) participated in the study. The interviewees gave a number of challenges they thought were the contributory factors and mitigation measures to the low pupils' achievement in the national examinations. A review of the school records has been used to collect data on the pupils' performance in the year 2015 K.C.P.E exams as well the participants' demographic information. This study was guided by an integration of the conflict theory of education (Collins, 1971) and the education production function theory (Coleman,S. 1966).

Autorentext

Maître de conférences et chercheur confirmé à l'Université de Garissa, Kenya. QUALIFICATIONS : A partir de 2017 : doctorat en études curriculaires (en cours) ; 2015-2017 : Master en éducation, Université NENU, Chine ; 2009-2013 : Licence en éducation, Université de Nairobi ; 2005-2007 : Migori Teachers' College (Kenya) ; 2001-2004 : Mandera High School.