Abstract
<p>Educational accountability has mainly focused on final academic performance in judging schools’ effectiveness without regard to where the students started. Judging schools' effectiveness solely based on final academic performance is unfair to school systems. Hence, the need to determine value addition in secondary education taking into consideration KCPE scores as intake abilities and KCSE scores as exit abilities. Moreover, public secondary schools in Rachuonyo South Sub-County recorded the highest negative academic progresses, -3.262 and -3.745, in the secondary education of 2013 and 2014 cohorts in Homa Bay County. However, the cause of the negative academic progresses is unknown. Hence, there is need to examine selected school-based factors’ influence on value addition in the secondary education of the two cohorts. The objectives of the study are to examine performance appraisal’s influence on value addition in secondary education; to examine continuous assessments’ influence on value addition in secondary education and to examine classroom push and pull factors’ influence on value addition in secondary education. A conceptual model developed from the basic model of school effectiveness by Scheerens (2000) and a correlational research design guided the study. The sample of the study comprised 49 Deputy Principals, 49 Directors of Studies and 780 students randomly sampled. Primary data were collected using questionnaires. Findings revealed that TPAD (β=0.386, p=0.029) and CPP (β=0.364, p=0.034) have positive significant relationships with value addition, while CATs have insignificant relationship with value addition (β1=0.277, p=0.104) for 2013 cohort. For 2014 cohort, TPAD (β=0.633, p=0.000) and CATs (β=0.356, p=0.02) have positive significant relationships with value addition, while CPP has insignificant relationship with value addition (β=0.22, p=0.136). Moreover, findings revealed that school-based factors contributed to 19% and 38% variance in academic achievements of the 2013 and 2014 cohorts respectively. The findings of the study may be used as a tool for school improvement, checking school progress and accountability, informing policymaking, reporting to parents and the community about school.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" /></p>
Highlights
Quality education is crucial for addressing socioeconomic problems of poverty, unemployment and inequality (UNESCO, 2017)
4.1 Teacher Performance Appraisal and Value Addition The objective of the study sought to examine the influence of Teacher Performance Appraisal on Value Addition in secondary education
The study found an insignificant positive relationship between continuous assessment tests and value addition in secondary education of 2013 cohort. This implied that continuous assessment tests and value addition are statistically non-dependent
Summary
Quality education is crucial for addressing socioeconomic problems of poverty, unemployment and inequality (UNESCO, 2017). African Development Bank (2014) recognizes the pivotal and important role of education in providing solution to mitigating unemployment and vulnerable unemployment among the youth. Reynolds et al (2014) assert that quality education is crucial for addressing socioeconomic problems of poverty, unemployment and inequality in the society. Montgomery (2012) asserts that performance appraisal is effective in increasing teachers’ quality and productivity, which improves students’ academic achievements. In United States of America, a report issued for 2010 academic year revealed that only 6% of students performed well at the advanced level in mathematics, which was a percentage below those attained by 30 other participating countries (Hanushek, Peterson & Woesman, 2012). In 2011 academic year, only 32% of eight grade students were proficient in mathematics
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