EFFECTS OF EXAMINATION ORIENTED TEACHING ON ACADEMIC ASPIRATION AND ATTITUDE TOWARDS LEARNING AMONG SECONDARY SCHOOL STUDENTS IN IMENTI SOUTH DISTRICT, KENYA

EUPHRASIA   KARIMI  HENRY

ABSTRACT

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.

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