EFFECTS OF EXAMINATION ORIENTED TEACHING ON ACADEMIC ASPIRATION AND ATTITUDE TOWARDS LEARNING AMONG SECONDARY SCHOOL STUDENTS IN IMENTI SOUTH DISTRICT, KENYA
EUPHRASIA KARIMI HENRY
A desirable education system should nurture and develop human potential through a holistic implementation of the set curriculum. It should also awaken the human to the infinite potential and responsibility. However, due to high stakes placed on summative examination there is undue emphasis on examinations. Teachers concentrate on the cognitive domain equipping learners with knowledge and theoretical skills through examination oriented teaching. As a result education in secondary school may fail to achieve Kenya’s national goals of education such as promotion of self development and fulfillment, promotion of social, economic, technological and industrial needs for national development and provision of sound moral and religious values. An examination oriented system fails to impart practical skills, desired values and attitudes in learners. It is not known how examination teaching affects academic aspiration and attitude to learning among students in Imenti South District. The purpose of the study was to examine effects of examination oriented teaching on academic aspiration and attitude towards learning among secondary school students in Imenti South District. The study adopted a descriptive survey research design. The target population was 14,847, comprising 660 teachers and 14,184 students in 67 secondary schools and 3 Assistant Education Officers (AEOs) in Imenti South District Kenya. Stratified random sampling was used to select 9 schools from which 360 students were selected. Three teachers were purposively selected from each of the schools. Three AEOs of the three divisions of the district were selected. The data was collected using questionnaires. Reliability of the instruments was estimated by use of Cronbach’s Alpha Coefficient on SPSS version 17.0 generating 0.813 for students’ questionnaire, 0.790 for teachers and 0.726 for AEOs. Validity of the instruments was ensured through expert judgment by university supervisors. The study findings indicate that examination oriented teaching affects students’ academic aspiration and attitude towards learning in secondary school. It is anticipated that the findings and recommendations of this study will provide valuable reference for curriculum planning, development, administration, implementation and evaluation with a view of providing a holistic educational experience among secondary schools students in Imenti South District, Kenya.