The relationship between integrated examination module and individual learner management in public secondary schools in Kericho County Kenya

Abstract

This study examines the relationship between the integrated examination module and individual learner management in public secondary schools in Kericho County. The Adaptive Structuration Theory (AST) and Data to Knowledge Process Model guided the study. The study used a correlation survey research design. The unit of sampling was the schools. The target population comprised 273 directors of studies (DOS) from 273 schools in Kericho County. Stratified random sampling was employed to obtain a sample of 140 DOS. Data was collected using a questionnaire. The reliability of the research question was determined using Cronbach’s Alpha Coefficient, and it yielded a reliability coefficient of 0.74. The data collected were then analysed using Statistical Package for Social Sciences (SPSS) version 20. The data were analysed using descriptive and inferential statistics and presented using tables and narrations. The study established the respondents used the examination module to collect and analyse assessment data, with an overall mean of 3.56. The respondents also used the analysed data to manage individual learners, with an overall mean of 3.55. Further, the study established that there was no significant relationship between the examination module and individual learner management n (114) =0.391 p ˃ 0.05 = R² 0.07. The study recommended the introduction of compulsory and frequent compulsory courses on data management for all school staff members by the government and that measures be put in place to ensure that collected data is used to make a decision on individual learners.