An investigation into the use of mock examination as a predictor of KCSE performance in Kiswahili in Rongo District: Kenya.

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.