Abstract:
This study sought to investigate the use of mock examination as a predictor of Kenya
Certificate of Secondary Education (KCSE) performance in Kiswahili. The objectives
were: to establish whether formative evaluation can be used to predict summative
evaluation among students in Kiswahili. Specific objectives were: one, to establish
whether or not there was a relationship between mock and KCSE performance grades in
Kiswahili. Two, to establish whether or not students scores in KCSE can be predicted
using their mock scores. The main research question was, can mock examination
performance be used to predict KCSE performance in Kiswahili? The research was
guided by the Bandura (1997) Self-Efficacy Theory of social learning in collaboration
with Ajzen (2002b) Theory of Planned Behaviour. The study was carried out in Rongo
district, Nyanza. The district has 41 secondary schools in total consisting of 1085
students. A total of 4 schools (85 students) which is 10% of the entire population were
used in piloting. This left the researcher with 37 schools for research. Purposive
sampling was used to select schools which had done mock and KCSE through the
research time span (2007-2010). A total of 11 schools (235 students) were purposively
sampled out leaving the researcher with 26 schools (850 students). A total of 234 students
were used in the study who were 30% of the population. The main data collection
instrument was document analysis. However, questionnaires were used to supplement it.
Validity and reliability of instrument was tested before actual data collection through pilot
testing. Both descriptive statistics and inferential statistics were used. Descriptive
statistics used means, frequencies represented in percentages, graphs and charts.
Inferential statistics of correlation and regression analysis were used to test the degree of
relationship between mock and KCSE and the ability to predict KCSE results given mock
results respectively. The study found out that those students who performed well in Mock
exams performed well in KCSE exams. The study will help education policy planners
and stakeholders find the rationale of mock abolishment or incorporation in the school
evaluation system in Kiswahili. Besides, it will help stakeholders productively use the
time used for mock hence step up the mock examination.
