Abstract:
The purpose of this study was to investigate primary school teachers' and pupils'
perception on the effects of pupils ranking in K.C.P.E on the instructional process in
selected public primary schools in Eldoret Municipality. The study sought to determine
the influence of pupils ranking in K.C.P.E on learners' and teachers' motivation, on the
use of instructional methods by teachers and on examination cheating. The study was
guided by Rogers (1995) theory of Stages in the Innovation Decision Process and it
adopted a descriptive survey research design. The study adopted both qualitative and
quantitative Research methodology. There being fifty public primary schools in Eldoret
Municipality, 30% of them were selected through stratified sampling technique and
simple random sampling method. All the head teachers of the selected schools
participated in the study. Four teachers teaching in upper primary schools in the selected
schools were selected through purposive, stratified and simple random sampling
methods. Also stratified and simple random sampling methods were used to select
standard seven pupils. A total of 160 pupils participated. Questionnaires and interview
schedules were used to collect data. The questionnaires were administered to the
teachers and pupils. Head teachers were interviewed. The data collected was analyzed
using descriptive statistical techniques which included frequencies and percentages.
Data was presented by use of frequency tables, percentages and descriptions. This was
done with the help of the Statistical Package for Social Science (SPSS) computer
programme. The study findings were that most of the learners are motivated to revise on
the areas where examination questions are likely to be set from as teachers set
examination-related questions; that teachers vary their teaching methodologies; that
there is unfair competition in schools amongst learners which is a big challenge to the
slow learners and that there is prevalence of examination cheating. It was recommended
that teachers should strike a balance between teaching for meaningful learning and
teaching for the sake of passing examinations to avoid drilling and grilling; that teachers
should be rewarded with good pay and recognition; that teachers should embrace current
pedagogical skills; that examinations that cut across the curriculum be adopted; that to
minimise examination cheating it is crucial to test learners through both oral and written
questions and that Evaluation should be done through both formative and summative
evaluation. The findings of the study will be useful to the school management, the
Ministry of Education and other researchers wishing to carry out a study on a similar
area.
