Selected school based factors’ influence on value addition in secondary education in public secondary schools in Rachuonyo South sub-county, Kenya

Abstract

Value addition operates on a pretest to post test results scenario to determine the value added by schools to students’ academic progress. When the post test results are lower than the pretest results, value added is negative and when the post test results are higher than the pretest results, value addition is positive. The Kenyan education system, however, solely uses post test results to rank and judge schools at KCPE and KCSE examinations without considering the pretest results. The KCPE scores of 2013 and 2014 cohorts in public secondary schools in Rachuonyo South Sub-County were 7.392 and 7.632 respectively whereas the corresponding KCSE results were 4.722 and 4.091 respectively. Hence, the need to determine value addition in secondary education of the two cohorts in this region as opposed to ranking of schools, which only consider post test results. Moreover, the post test results of the two cohorts were lower than the pretest results. Hence, the need to examine selected-school based factors’ influence on value addition. The objectives of the study are; to determine value addition of in secondary education of 2013 and 2014 cohorts in public secondary schools in Rachuonyo South Sub-County, to examine performance appraisal’s influence on value addition; to examine continuous assessments’ influence on value addition and to examine classroom push and pull factors’ influence on value addition. A conceptual model developed from the basic model of school effectiveness by Scheerens (2000) and a correlational research design guided the study. The populations for the study were 49 public secondary schools, 49 Deputy Principals, 49 Directors of Studies and 4351 students. Yamane’s formula was used to determine 39 public secondary schools from which 39 Deputy Principals, 39 Directors of Studies were purposively sampled and 780 students simple randomly sampled. Primary data were collected using questionnaires. Secondary data were collected using document analysis guide from 2013 and 2014 form one admission lists and 2016 and 2017 KCSE result print outs. Two experts from the department of Educational Management and Foundations ascertained content validity of the instruments. Reliability was determined using Pearson’s Correlation Coefficient, where p-values of .86 for TPAD tool, 0.79 for questionnaire for CAT and 0.82 for WIHICQ were obtained. The p-values were above 0.7. Hence, the instruments were deemed reliable. Data were analyzed both descriptively (frequencies, percentages and mean) and inferentially (regression analysis) with the aid of Statistical Package for Social Sciences V.21. Findings revealed that TPAD (β=0.364, p=0.008), CA (β=0.154; P=0.034) and CPP (β=0.284, p=0.018) have positive significant relationships with value addition for 2013 cohort. For 2014 cohort, TPAD (β=0.386, p=0.009), CA (β=0.094, P=0.047) and CPP (β=0.109, p=0.031) have significant relationship with Value addition in secondary education. Moreover, findings revealed that school-based factors contributed to 16% variance in academic achievements of 2013 cohort and 17% variance in academic achievements of the 2014 cohort. The findings of the study may be used as a tool for school improvement, checking school progress and accountability. The study recommends: teacher appraisal with multiple continuous classroom observations, continuous assessments with feedback and creation of conducive classroom atmosphere for maximum learners’ academic achievements