Stakeholders’ perception towards ranking in secondary schools’ National Examinations in Kenya: A case of WestPokot Sub-County

Abstract

The Government of Kenya abolished ranking among schools in the year 2014 which took effect from the year 2015. This was put in place in order to eliminate cut-throat competition among institutions and to end unethical practices by teachers in the rush for top positions. ranking in West Pokot County drew different reactions and perspectives from different stakeholders of education. This explains why the researcher conducted the study on stakeholders’ perception towards ranking in Secondary Schools National Examination in Kenya guided by the following objectives; to investigate teachers perception on ranking of schools in National examinations, to establish the effect of school ranking on students’ commitment to academic performance, to determine how school ranking influences parents commitment to academic performance, and, to examine how ranking influences Ministry of Education Officials commitment to academic performance in West Pokot County. The research design adopted in this study was descriptive survey. Cluster sampling (probability sampling) and non-probability (purposive sampling) techniques were adopted to determine sample size. Questionnaire and interview guides were used in data collection. Descriptive statistics was adopted for quantitative data analysis. Qualitative data were categorized and analysed according to themes. Theoretical framework was based and guided by Talcott Persons Structural Functionalism Theory. In the conceptual framework, the independent variable in this research is, ranking of schools while the dependent is the result of ranking. Findings from the study indicated that ranking had a lot of negative outcomes compared to positive effects and the proposal be reverted for better results in our schools. The study concluded that, ranking motivates teachers to cover syllabus, change institutional practices, makes them focus their teaching activities towards examination neglecting other aspects of education but has no impact on their self-esteem. It also encourages completion among departments but can lead to unhealthy competition among different categories of schools. However ranking leads to narrowing of curriculum and encourage malpractices in national examination. On students’ commitment on academic performance, ranking acts as motivating factor to performing students but might destroy morale to underperforming ones. Students however become less concerned with performance when ranking is abolished. Ranking influences parents to buy extra teaching and learning materials. It also impacts negatively on parental involvement on school academic programs but does not influence parental support for homework. Ranking impacts negatively on ministry of education officials’ commitment of academic matters at it affects their involvement in issues like resource allocations. The study recommends that; the decision of abolishing of ranking by government should be reverted or should be practiced by schools at different levels, it should also be done continuously throughout the academic year to get trends of performance and schools should provide psychological support to all students’ especially underperforming ones. Education stakeholders should define measures to curb malpractices in examination among students.