Gender Differences in Predictive Validity of Kenyan Primary School Examinations in Secondary Schools

Abstract

The purpose of this study was to determine gender differences in predictive validity of Kenya Certificate of Primary Education (KCPE) among secondary school students in Kisii central Sub-county, Kenya. The study adopted Correlational and Ex-post-facto research designs. The study population was 3897 Kenya Certificate of Secondary Education (KCSE) candidates from 55 public secondary schools. Stratified random and saturated sampling techniques were used to select 16 secondary schools and 1391 students. Data used included 2006 KCPE scores and 2010 KCSE scores of the same students under study. Data was collected using a researcher made pro forma. It was analyzed using correlations and regression analyses. Results showed a strong positive Pearson’s correlation coefficient (r=0.675; n=607; p < 0.05) between KCPE and KCSE scores for male students and (r=0.710; n=784; p < 0.05) between KCPE and KCSE scores for female students. This was however not a statistically significant difference in correlation of KCSE and KCPE scores based on gender. The study concluded that KCPE scores is a good predictor of KCSE scores regardless of learners’ gender. It recommended that both male and female learners should be accorded equal encouragement to improve their academic outcomes.