Performance In National Examinations Research Articles

Analyzing Patterns in Anesthesiology Residents' Exam Performance Using Data Mining Techniques

Background: Residency is a critical period in the development of medical professionals. It provides hands-on training and exposure to various medical specialties, enabling residents to improve their skills and achieve expertise in their chosen field. Objectives: This study aimed to extract frequent patterns in annual and board examination performance among anesthesiology residents by analyzing results from the department's weekly exams. Methods: This cross-sectional study was conducted in the Department of Anesthesiology, Critical Care, and Pain Medicine (DACCPM) from September 2022 to June 2023. Weekly intra-group exams were administered at the university's electronic exam center for residents in their first to fourth years (CA-1 to CA-4), with a total of 61 participants. Learner grades were categorized as excellent (A), good (B), average (C), poor (D), and inferior (E). The Apriori algorithm was employed to extract frequently repeated patterns in these exams and compare them with results from the final national examination. Results: A total of 24 exams were conducted, with all 61 residents participating. The most frequent patterns, identified with a minimum support of 0.41, revealed that residents generally achieved average scores in exam 7 and very poor scores in exams 1 and 5. The study found a statistically significant relationship between residents’ scores in in-training examinations (ITEs) and their national examination performance. Conclusions: Analyzing residents’ exam performance using frequent pattern recognition can help identify their strengths and weaknesses. Faculty members can utilize these insights to better plan curricula and enhance the quality of education.

Influence of feedback mechanism on trainee academic performance in national examinations in TVET Institutions in Western Kenya

Feedback mechanism is an integral part of the teaching and learning process since it enables learners and teachers to know where they are in the process, identify whether they have or have not achieved the learning objectives and ultimately enhance the learning process. The purpose of this study was to analyze the nexus of feedback mechanism and trainee academic performance in national examinations in Technical and Vocational Education Training (TVET) institutions in Western Kenya. The study examined how feedback mechanisms from formative assessment influenced trainee academic performance in technical national examinations in TVET institutions in Western Kenya. The study was guided by the social cognitive theory, constructivism theory, and the diffusion of innovation theory. The target population consisted of 406 respondents who included 29 principals, 29 deputy principals in charge of academics, 29 registrars, 29 examination officers, and 290 heads of academic departments in the 29 public TVET institutions in Western Kenya. To have a representative sample, this study employed stratified sampling to select 21 respondents in National Polytechnics and 179 respondents in Technical and Vocational Colleges(TVCs) constituting a sample size of 200 respondents. Questionnaires and interviews were used as data collection instruments. Validity was established through expert opinion with the help of the supervisors. Using Cronbach’s alpha, a reliability coefficient of 0.886 was established based on the results of the piloting of the research instruments. Data was analyzed using descriptive and inferential statistics. The study established that formative assessment mechanisms played a critical role in enhancing trainees' academic performance in TVET institutions. It found out that there are strong correlations between feedback clarity, management techniques, and formative assessment scores, emphasizing their predictive value for academic success. The study concludes that the combination of continuous feedback highly influences trainee performance in final examinations in TVET institutions. It advocates for structured feedback systems to support trainees, improve learning experiences, and achieve better academic outcomes.

Extensiveness of Continuous Assessment Practice on Improving Students’ Academic Performance in Monduli District Public Secondary Schools, Tanzania

This study assesses the extensiveness of continuous assessment practices in improving students' academic performance in public secondary schools in Monduli District, Tanzania. The study employed a convergent design and mixed-methods research approach guided by the Social Learning Theory by Albert Bandura (1977). The target population in this study includes 12 public secondary schools, 12 heads of schools, 399 teachers, 1823 students, and 1 DSEO. The study sample size comprised 253 respondents, of which 40 teachers were sampled through the stratified random sampling technique; 208 students were selected using the stratified random technique; 4 heads of schools and 1 DSEO were purposively sampled (total population sampling technique) based on the virtue of their position. A questionnaire, interview guide, and document analysis schedule were used to collect the required information. The validity of quantitative instruments was achieved by two research experts in the area of educational assessment and evaluation from Mwenge Catholic University. The reliability of the questionnaires was estimated by Cronbach Alpha technique of which the output was 0.799 which means the instrument was reliable for data collection. The trustworthiness of the qualitative data was ensured by the triangulation of instruments and peer debriefing methods. Quantitative data was analysed using descriptive statistics and presented in tables with the aid of Statistical Package for Social Science (SPSS) version 23. Qualitative data were analysed thematically and presented in words by verbatim quotations. The study found that continuous assessment was practised to a high extent to improve students' academic performance in Monduli District. The study concluded that continuous assessment practices have successively achieved their goal of improving students' academic performance in national examinations to a high extent. The study recommended that there should be monitoring and evaluation of the effectiveness of continuous assessment practices regularly to identify areas for improvement and ensure they continue to be effective in improving student academic performance.

Neoliberalism and the barriers in inclusive education

Tensions exist between providing inclusive education in mainstream classrooms and market-driven neoliberal values such as academic success and school ranking. These values impinge on teachers’ responsibilities to teach students with disabilities. Schools are ranked based on students’ performance in national examinations and schools sometimes use unscrupulous methods to achieve good results. In a culture that ranks schools based on test results, the schools themselves find it hard to embrace the idea of inclusion and some will use a variety of means to exclude students with disabilities to maintain their high rating. In this article we explore how some key tenets of neoliberalism in inclusive education, such as testing mechanisms to leverage accountability and improvement, inter-school competition, marketisation of education and parental choice, among others, affect the provision of education to students with disabilities in Kenya. We highlight how neoliberalism has affected inclusive education in Kenya and explain how hegemonic neoliberal culture has changed the way schools operate and how teachers teach. We also show how neoliberal culture in schools helps exclude students who are different from the norm.

Mathematics Teachers’ Use of National Assessment Feedback Reports in Improving Pedagogical Practices in Secondary Schools

Despite its importance in contributing to economic development, the trend of Mathematics performance has been low. The National Examinations Council of Tanzania (NECTA) provides Mathematics assessment reports to the schools, highlighting students’ strengths and weaknesses and recommending teachers to improve their teaching and learning practices. However, Mathematics performance in national examinations is still poor. This study examined how Mathematics teachers utilise Form Two National Assessment - Students’ Item Response Analysis (FTNA-SIRA) feedback reports to enhance their teaching practices. Specifically, the study focused on teachers’ perceptions and use of assessment feedback reports and their challenges. This qualitative study employed a phenomenology design that purposively selected 33 participants from ten (10) districts after obtaining their consent. The study used interviews and open-ended questionnaires to collect and analyse information using thematic analysis. Mathematics teachers admitted they hardly access feedback reports, and most of them revealed that they could not use them despite understanding their importance. Three Mathematics teachers from urban areas admit that using assessment feedback they accessed from the NECTA website improved their classroom teaching practices. However, underutilisation of the feedback is due to frailty in utilising online copies, reports remaining at the district or heads of schools’ offices, and low motivation and skills in implementing the recommendations provided. Underutilisation of assessment feedback hardly informs any pedagogical improvement, which risks the continuation of poor Mathematics performance. The study recommends establishing strategies for teachers’ effective use of assessment feedback for improving pedagogical practices, including capacity building, feedback use framework and motivation.

EFFECTS OF PRINCIPALS' GOAL SETTING ACTIVITIES IN CURBING DRUG AND SUBSTANCE ABUSE AND ITS INFLUENCE ON NATIONAL EXAMINATIONS PERFORMANCE IN SECONDARY SCHOOLS IN MWEA WEST SUB-COUNTY, KIRINYAGA COUNTY

The study aimed to evaluate the influence of principals' goal-setting activities in curbing drug and substance abuse and its influence on national examination performance in secondary schools in Mwea West Sub-County, Kirinyaga County. A descriptive research design was employed, and a total of 405 subjects comprising students, school principals, and guiding and counseling teachers, as well as the Quality and Standards Officers were selected using stratified sampling. Data was collected using a structured questionnaire, which was analyzed in SPSS version 25. The regression analysis revealed that principals' activities linked to the conduction of goals, information gathering and analysis, intervention methods, and appraisal methods accounted for 54.4% of the variation in the capture of drug and substance abuse as well as its effect on students' performance in national exams. The dependent variable was significantly (p = 0.016) regressed on the predictor variables, which represents at least one of the predictor variables affecting the response variable. With the coefficient, it was apparent that the principal's setting goals, accuracy in information, interventional approaches, and appraisal methods correlated with the decline in the extent of drug and substance abuse and its contribution to the poor scores in the national examination. Among these, information collection and analysis showed the highest correlation (standardized coefficient = 0.497), which was followed by the principals' goal-setting activities (0.316); thereby, intervention methods (0.181) and appraisal methods (0.200) ranked fifth and fourth, respectively. Based on these results, the following was suggested: undertake training for principals, organize workshops for seminars, implement the drug program, and improve guidance and counseling services in schools to adequately prevent drug abuse.

Influence of Cultural Socio-Economic Factors on K.C.S.E Examination Performance in Public Secondary Schools: A Case If Lamu West Sub County, Lamu County, Kenya

The measure of success in many countries is measured by the Academic performance in national examinations like Kenya Certificate Secondary Education (K.C.S.E.) which is a national examination in Kenya. This study endeavoured to establish the influence of selected cultural factors on the academic performance of students in Lamu West Sub-County in Lamu County in Kenya. The study was carried out in Lamu West Sub-County which has persistently registered low academic performance in national examinations. The cultural factors leading to this poor performance in Lamu Sub-County had not been adequately addressed. The study was guided by the following objectives; to establish the types of cultural factors that influence academic performance in Lamu West Sub-County and the influence of cultural factors on K.C.S.E. academic performance in Lamu West Sub-County. The study adopted a descriptive survey design. The target population comprised of teachers, and Board of Management (B.O.M.) parents. The sample size was 144 teachers and 48 B.O.M parents. The collection of data was by use of questionnaires and interviews. Descriptive statistics were used to analyse the quantitative data while qualitative was analysed through content analysis. The findings were presented by use of frequency distribution tables and percentages. The results showed that cultural factors influenced the Kenya Certificate of Secondary Education (KCSE) national examination in Lamu Sub-County. Interviews from B.O.M parents also provided data to show how these cultural factors influenced KCSE academic performance. Based on the findings, the study established that early pregnancies, gender stereotypes, early marriages as well as the frequent religious cultural practices influenced KCSE academic performance in Lamu West Sub-County. Among the recommendations was that parents should take an active role in advising their children about the importance of education, and also the government should take stern measures against out-dated cultures like early marriages which should be banned.

Influence of Teachers’ Preparedness on English Curriculum Implementation in Kenyan Schools

The Government of Kenya (GoK) touts teacher-preparedness as a critical factor that shows the equipping of a professional teacher for quality performance and satisfactory learner performance in national examinations. Despite the efforts by the GoK, there is a worrying trend of students completing school with reading and writing difficulties. The Kenya National Examinations Council (2020) contends students’ poor performance in English for the past 5 years, falling short of the average mean of 50%. Descriptive research design was used. A sample of 44 principals, 88 teachers and 345 form three students across 50 public secondary schools in Kakamega North, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that majority (97.1%) of the teachers participated in coursebooks and other revision textbook in-service courses as per the changing trends in teaching of English whereas ICT workshops had low percentages, a gap pointing on teacher level of preparedness. The findings from principals indicated, teachers of English sometimes declined to take up ICT in-service trainings for fear of additional responsibilities in school. Findings from FGDs show, teachers were rated average by most students in terms of preparedness in material use in classrooms. On determining the extent to which teacher level of preparedness influence implementation of English curriculum in school, teachers’ opinions had a Mean of 4.0000; Standard deviation of 3.08338; and Skewness of .397, indicating teacher level of preparedness has a high and strong positive influence on implementation of English curriculum in school if well checked and applied. The study established a significant relationship between teacher level of preparedness and implementation of English curriculum (p=0.007<0.05). Findings concur with KNEC (2020), contending students’ poor performance in English as unsatisfying.

INFLUENCE OF STAFFING LEVELS ON QUALITY OF EDUCATION IN PUBLIC SECONDARY SCHOOLS IN MURANG’A COUNTY, KENYA

Statement of the Research Problem: Teaching staff is crucial in the provision of quality education in public secondary schools. However, in Murang’a County, many public secondary schools registering a low quality of education.
 Purpose of the Study: This study aimed at determining the influence of staffing levels on quality of education in public secondary schools in Murang’a County, Kenya.
 Methodology: The study adopted a correlation research design. This study targeted 292 principals and 3206 teachers totaling 3498 from which a sample of 360 respondents (10.3%) was determined using Yamane’s Formula. Using stratified sampling, eight strata considering sub-counties were created. From every sub-county, three principals were selected using purposive sampling. However, from each sub-county, 42 teachers (14 teachers per school) were selected using simple random sampling to avoid bias. Questionnaires were used to gather information from principals and teachers whereas a documentary checklist guide was used by the researcher. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) and presented by using tables.
 Research Findings: The study established that students’ academic performance in national examinations (KCSE) is low, students’ completion rates with quality grades (C+ and above) are on a decreasing trend and levels and frequency of participation in co-curricular activities are low. From the study findings, the student-teacher ratio in public secondary schools is high owing to the high number of students enrolled courtesy of the Free Day Secondary Education Policy. This implies that, by having an inadequate number of teachers, it is difficult to attend to academic and other delegated duties and thus, not possible to accord students individual attention, which is the essential aspect of quality education.
 Unique Contribution to Theory, Policy and Practice: The findings of this study lend credence to the premise of the Education Production Function Theory since it revealed that there is a correlation between instruction resources and quality of education. As a practice, secondary schools should engage in alternative income-generating activities to acquire more financial resources to hire more teachers to supplement government’s efforts to bridge the gap in the student-teacher ratio. As a policy, the government should ensure adherence to the policy on fair distribution of teachers based on the number of students.

Influence of Infrastructural Facilities and Staffing on Students’ Academic Performance in National Secondary Schools in Kenya

In 2011, the Kenya government made efforts to improve access to quality secondary education by increasing the number of national schools from 17 to 114. This was done by elevating two provincial schools in each county to national schools. This study sought to establish influence of infrastructural facilities and staffing on academic performance in national examinations in young national schools in Samburu, Marsabit, and Isiolo counties, Kenya. Correlation research design was used. The study population was 5 principals, 150 teachers, 3 examinations officers, and 3 staffing officers. The sample size was composed of 5 principals, 60 teachers, 3 examinations officers, and 3 staffing officers. The study established that infrastructural facilities and staffing had a positive and statistically significant relationship with academic performance in all the schools in the three counties as follows: Infrastructural facilities (r=0.495, p-value =0.000), Staffing (r=0.372, p-value =0.05), all at alpha 0.05 level of statistical significance. Further, multiple regression analysis revealed that infrastructural facilities had a positive significant impact on performance (2.008), while staffing also had a positive significant impact on performance (0.331) both at 5% level of significance. The schools were understaffed, lacked enough infrastructural facilities, and had congested classes. The government should post more teachers in those schools and improve infrastructural facilities in those schools to address the challenges

INFLUENCE OF INSTRUCTIONAL RESOURCES ON QUALITY OF EDUCATION IN PUBLIC SECONDARY SCHOOLS IN MURANG’A COUNTY, KENYA

Statement of the Research Problem: Instructional resources play an important role in supplementing teachers’ classroom pedagogy and thus realization of quality education in public secondary schools. However, in Murang’a County, many public secondary schools registering a low quality of education. 
 Purpose of the Study: This study aimed at assessing the influence of instructional resources on quality of education in public secondary schools in Murang’a County, Kenya.
 Methodology: The study adopted a correlation research design. This study targeted 292 principals and 3206 teachers totaling 3498 from which a sample of 360 respondents (10.3%) was determined using Yamane’s Formula. Using stratified sampling, eight strata considering sub-counties were created. From every sub-county, three principals were selected using purposive sampling. However, from each sub-county, 42 teachers (14 teachers per school) were selected using simple random sampling to avoid bias. Questionnaires were used to gather information from principals and teachers whereas a documentary checklist guide was used by the researcher. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) and presented by using tables.
 Research Findings: The study established that students’ academic performance in national examinations (KCSE) is low, students’ completion rates with quality grades (C+ and above) are on a decreasing trend and levels and frequency of participation in co-curricular activities are low. From the study, despite the efforts by the government and other stakeholders in secondary education, levels of provision of instructional resources, facilities and teaching staff are still low, which has compromised the quality of secondary education.
 Unique Contribution to Theory, Policy and Practice: This study affirms the theoretical perspectives of the Education Production Function Theory since it revealed that there is a correlation between instruction resources and quality of education. Thus, as a practice, teachers should constantly utilize variety of instructional resources owing to their contribution to the quality of teaching offered to students. As a policy, the government should enforce full implementation of adequate provision of instructional resources as a solution to low levels of educational quality in public secondary schools.

On the suitability of Swahili for early schooling in remote rural Tanzania: do policy and practice align?

This article explores the use of Swahili for education in Tanzania, focusing on rural areas where Swahili is not the main language of the community. Current language policy mandates Swahili as the exclusive Medium of Instruction at primary level throughout the country. However, findings reported here show that in parts of rural Tanzania, children learn Swahili only after a substantial period of being at school, meaning that Swahili does not support early childhood education nor equality of outcomes. Children experience difficulties with progression in learning and teacher-dominated classes can be observed. The study also finds unequal performance in national examinations based on the language of the community, and a prevalence of grade repetition in some settings. It calls for a policy which appreciates the role of community languages and an approach which sees multilingualism as a resource to be harnessed both inside and outside the classroom.

The Beauty of Mathematics: Learning Mathematics by Questioning

Mathematics problems may seem to have no real use in life, but this could be further from the truth. The use of mathematics is everywhere in our daily lives and, without discovering it; we apply mathematics ideas, as well as the skills we learn from executing mathematical challenges every day. Unfortunately, mathematics feedback at national examinations is deficient. A mean of between 23 to 29 percent for 5 years in a row from 2014 to 2018 is a clear indication that the training of students today for tomorrow’s workplace with concept development in context, problem solving through interactive experiences and understanding through application is missed. Over this period, the evaluation of the outcome has also shown a standard deviation almost equal to the mean or even greater than the mean for instance 2016 for paper 2 (refer to Kenya National Examinations Council Report) is a clear sign that there is a big disparity from the mean and a likelihood of a number of students scoring zeros or below 10 percent. This dismal performance in national examinations particularly in mathematics demonstrates that contextual curricula and instructions that encourage numerous structures of learning like relating, transferring, applying, experiencing and collaborating are not achieved. Therefore, this article looks into different contexts in which students learn and how they broaden their abilities to make connections, enjoy discovery, and apply the knowledge learnt. These are abilities they will need throughout their daily lives and careers. Being able to do arithmetic is of little ultimate use to an individual unless he or she can apply it. Each arithmetic operation is explored in detail for its applications in the real world problems. Real life challenges motivate ideas and provide additional settings for practice.

Influence of Socio-economic Factors on Academic Performance in Public Primary Schools in Murang'a South Sub County, Kenya

Socio-economic factors have been cited as a determinant of students’ performance in national examinations. The purpose of the study was to establish the socio-economic factors which influence academic performance in public primary schools in Murang'a South Sub County. The study adopted a descriptive survey design utilizing both quantitative and qualitative techniques. The study population entailed all the public primary schools in Murang'a South Sub County, Kenya their deputy head teachers, teachers and pupils. Due to their disproportionateness, schools were stratified according to education zones and then simple randomly sampled using the lottery technique. The study involved a sample of 21 deputy head teachers, 105 teachers and 210 pupils making a total of 336 participants. Data were collected using a pupils’ questionnaire, focus group discussions for the deputy head teachers and teachers, and an observation checklist. Data were analyzed using descriptive statistics: quantitative data were analyzed using Statistical Package for Social Sciences version 17 for windows. The socio-economic factors that influence academic performance included low parental/guardian education level; low income and pre-occupation with work. A large number of pupils could not carry out private studies at home. Due to poor economic status (low earnings) some families live in overcrowded and/or poorly lit rooms. Moreover, they could not afford to buy essential furniture, essential textbooks that were not issued at school, engage their children in extra coaching after school, buy internet enabled mobile phones and computers from which important information for education purposes can be assessed. Majority of the parents were found to be preoccupied with work. Their preoccupation denied them time to attend to school meetings/functions and observe behavior changes in their children. There is need for collaboration between the Government of the Republic of Kenya and development partners to work out, introduce and implement sustainable economic activities so as to alleviate poverty in the region. Keywords: socio-economic factors, academic performance, public primary schools, Murang'a South Sub County, Kenya

The Socio-cultural Factors that Influence Academic Performance of Public Primary Schools in Murang'a South Sub County, Kenya

Literature has indicated that academic performance is affected both positively and negatively by socio-cultural factors. UNESCO (2015) reveals that student achievement is highly influenced by the community and/or parents attitude towards education. Performance in national examinations is embraced as an indicator of quality in education systems that are examination oriented. The purpose of the study is to establish the socio-cultural factors influencing academic performance of public primary schools in Murang'a South Sub County. The study adopted a descriptive survey design utilizing both quantitative and qualitative techniques. The study involved a sample of 21 deputy head teachers, 105 teachers and 210 pupils making a total of 336 participants. Data were collected using a pupils’ questionnaire, focus group discussions for the deputy head teachers and teachers, and an observation checklist. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) version 17 employing descriptive statistics that include frequencies and percentages while qualitative data were analyzed inductively (thematically). It was found that majority parents/guardians shown less concern over homework the homework of their pupils. This was de-motivating to both the teacher and pupil personnel. Initiation rite of passage (circumcision and clitoridectomy) bred psychological, moral and social unrest in schools. The impact of involvement in early teenage sex and dating was immense. The outlawed Mungiki sect was found to have a large network in Murang'a South Sub County and penetration into school promoting absenteeism, hence loss of instructional time; instilling fear to the pupils, teaching personnel and school community, thus emotional imbalance; drug and substances abuse; and violence destroying self-esteem and emotional well-being among pupils resulting to low academic achievement. A recommendation is made that for collaboration between the Ministry of Education, Gender, Children and Social Development; and Youth Affairs and Sports to educate all stakeholders in the societal beliefs, values and practices which hinder education outcomes. Keyword: socio-cultural factors, academic performance, public primary schools, Murang'a South Sub County, Kenya

Impact of Guidance and Counselling Services on Academic Performance of Students in Some Selected Secondary Schools in Sokoto Metropolis

The study aims to evaluating the impact of guidance and counseling services on the academic performance of students in some selected secondary schools in Sokoto metropolis. Causal-comparative (Ex-post facto) research design was adopted for this study. This study involves a total of 200 subjects comprising 5 principals, 25 class teachers, 10 teacher counselors, and 160 students from the five selected schools. Data were collected using the four sets of questionnaires. Data analysis was done using descriptive and inferential statistics. The finding revealed that eighty percent (80%) of the students responded that their academic performance was changed after receiving counseling services. Seventy-two percent (72%) of the class teachers perceived the level of students’ academic performance after counseling as good, while 20% perceived it very good and 8% rated it bad. Guidance and counseling services have positively influenced the academic performance of the students and should be strengthened to improve the students’ performance in national examinations.

Influence of Organizational Resources on Administrative Performance of Public Secondary Schools in Nakuru County, Kenya

Over the years, there has been a growing concern over management of public Secondary Schools in Kenya, as observed in their performance in national examinations as well as frequent students’ unrests. Schools, just as the business firms, need effective management to achieve the set goals and objectives. Organizations have some core objectives they pursue in order to achieve various performance metrics they set for themselves. In a school context, organizational resources are expected to align organizational elements with the school’s strategic plan and operational requirements and improve their performance. However, it has remained unclear whether organizational resources influence the administrative performance of public secondary schools. This study investigated the influence of organizational resources on administrative performance of Public Secondary Schools in Nakuru County, Kenya. This study was guided by Resource Based View theories. The study adopted a descriptive survey research design. The study targeted a population of 352 principals in public secondary schools in Nakuru County. Simple random sampling was employed in selecting a sample of 106 respondents. A questionnaire was used in collecting primary data. Research instruments were pre-tested in 11 public secondary schools in Nyandarua County and found to be suitable. Data processing involved editing, coding, classification and tabulation. Data analysis which involved Pearson’s correlation and regression analysis was done with the aid of SPSS version 25.0 Statistical software. Both quantitative and qualitative data was collected and the results are presented in tables and graphs. The study found out that adequate organizational resources in schools, significantly increased the administrative performance in public secondary schools in Nakuru County, Kenya. The study recommends that public secondary schools should be equipped with more resources in order to enhance the administrative performance.

Academic Motivation and Self- Efficacy as Predictors of Academic Performance Among form Three Students in Kitui County, Kenya

Poor academic performance in national examinations in Kenya like in most countries has been an issue of concern. Poor academic performance has been attributed to school environmental factors with individual psychological factors receiving little attention yet this may contribute towards poor students’ academic performance. In addition to this, most of the studies that have explored psychological factors have been done in developed countries hence leaving a gap locally. The purpose of the study was therefore to examine if self-efficacy and motivation predicts academic performance and if so, to what extent. Academic performance was the outcome variable while the predictor variables was motivation and self-efficacy. The objectives of the study were to examine the relationship between motivation and academic performance, establish the relationship between self-efficacy and academic performance, to determine the relative predictive weights of motivation and self-efficacy on academic performance and lastly to test for gender differences in academic motivation and self-efficacy. Self-determination theory by Ryan and Deci and Social Learning Theory by Bandura guided the study. Data was collected through use of questionnaires which also gave students biographical information. The researcher employed ex post facto design and involved 193 study participants. Out of 31 public secondary schools in Kitui County, 25% of the schools were sampled for this study. Stratified random sampling procedure was used to select the study sample, 8 schools were selected to participate in the study, and 24 students were randomly selected from each secondary school. A pilot study was carried out on a random sample of 40 students from a public school which was not part of the study sample but of similar characteristics as sampled schools. The academic motivation and academic self-efficacy scales were adapted to measure academic motivation and self-efficacy. Students’ academic performance was measured by use of examination records which was obtained from the schools. Pearson product moment correlation coefficient was used to test relationships between variables while multiple regression analysis tests were used to obtain the relative predictive weights of independent variable on outcome variable and t-test for predictor variables for gender. Data was analyzed by use of descriptive and quantitative statistics. This research may be of importance to the educators as they may understand how these psychological predictors may impact on their students. Secondly, the teachers may be able to gauge their students’ motivation and self-efficacy which may help them in setting realistic targets for performance. Understanding motivation and self-efficacy may enable schools reach operational efficiency as teachers will be in a position to address students according to their study requirements. In view of the findings, it can be inferred that academic motivation, self-efficacy and academic performance are statistically dependent as the p-value in the ANOVA model was .000 which is less than 0.05, the alpha level of significance for academic and self-efficacy and academic performance (R (192) =0.367. The study recommended that all stakeholders in education should work together in creating conducive environments for development of academic motivation and self-efficacy, among students and appropriate intervention programmes should be developed in schools, particularly targeting girls in order to help reduce the gender differences which were found to exist with regard to students’ academic motivation and self-efficacy learning.

Relationship of Clinical Skills Performance in Medical School With COMLEX-USA Level 2-Performance Evaluation.

Osteopathic medical students are required to pass the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Levels 1- and 2-Cognitive Evaluation and COMLEX-USA Level 2-Performance Evaluation (PE) to graduate. Predictors of COMLEX-USA cognitive exam performance are well established, but relatively few studies have explored factors associated with performance on the Level 2-PE. To evaluate the relationship between school-based clinical competency assessments (written, simulation, and workplace evaluations) and Level 2-PE performance to ensure that these assessment efforts are effective and grounded in evidence to support student readiness. School-based performance measures for 451 first-time takers of COMLEX-USA Level 2-PE were analyzed. A series of Mann-Whitney analyses were applied to compare 3 types of clinical performance assessments against COMLEX-USA Level 2-PE pass-fail performance: (1) internal objective structured clinical examinations (OSCE; average discipline-specific OSCE score and a comprehensive OSCE); (2) national examination performance (average clinical subject Comprehensive Osteopathic Medical Achievement Test, or COMAT, scores and Comprehensive Osteopathic Medical Self-Assessment Examination, or COMSAE, Phase 2 scores); and (3) a workplace-based clinical evaluation by preceptors. Students who passed the Level 2-PE had a significantly higher average discipline-specific OSCE score, COMSAE Phase 2 performance score, average COMAT score, and individual subject COMAT scores in all subjects except Psychiatry. Students who passed the Level 2-PE humanistic domain also had significantly higher scores in the communication skill component of the school's comprehensive OSCE. Similarly, students who passed the Level 2-PE biomedical domain had significantly higher scores in the data gathering and subjective, objective, assessment, and plan documentation scores on the internal OSCE. The size of these differences (η2) was relatively small. Student performance on the competency-based preceptor evaluation showed no significant relationship with pass-fail performance on the Level 2-PE. High-stakes OSCEs aligned with the level 2-PE blueprint are effective predictors of performance and are an important way to support student readiness for the Level 2-PE. Other assessments, such as subject-based COMATs and COMSAE Phase 2, add value to school-based assessments over workplace-based assessments.

Influence of Authoritarian Parenting Style on Forms of Delinquent Behaviour Among Secondary School Students in Butere Sub- County, Kenya

Forms of delinquent behaviour amongst secondary school students continue to increase thus hindering effective learning by students leading to poor academic performance in national examinations. The study sought to determine the influence of Authoritarian parenting on forms of delinquent behaviour among secondary school students in Butere Sub-County. The study was based on the Parenting Models theory. It adopted a correlational research design which allowed the researcher to describe different events, experiences, or behaviours and look for links between them. Study data was collected using a questionnaire and an interview schedule. Population of the study comprised of 2797 form two students, 30 deputy principals and 30 teachers in charge of guidance and counselling in secondary schools in Butere Sub-county. The study sample comprised 338 students selected using simple random sampling, 10 deputy principals and 10 teachers in charge of guidance and counselling. Both descriptive and inferential statistics were used in data analysis. Study findings showed that there was a statistically significant and positive relationship between Authoritarian parenting style and forms of delinquent behaviour among secondary school students in Butere Sub-County. The study recommended that parents consider spending quality time with their children in order to monitor them for any signs of forms of delinquent behaviour, and inculcating in them desirable societal values. Family systems need to be strengthened so as to provide the communal counselling services for both parents and youth and to promote family education related to child upbringing. Keywords: Authoritarian, Parenting Style, Delinquency, Students DOI : 10.7176/JEP/10-19-01 Publication date :July 31 st 2019