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. Abolition of ranking in West Pokot drew different reactions and perspectives from different stakeholders of education. The study examined stakeholders’ perception towards abolition of ranking on students and schools in national examination in Secondary schools in Kenya. The objectives of the study were; to determine stakeholders’ perception on ranking of schools, to determine how ranking of school affected students’ commitment to academic performance, the impact of secondary school ranking on the parental commitment on students’ academic matters and how ranking of schools influenced ministry of education officials and county officials’ commitment to academic activities. The research design adopted in this study was cross sectional descriptive survey. Cluster sampling (probability sampling) and non-probability (purposive sampling) techniques were adopted to determine sample size. Questionnaire and interview guides were employed in data collection. Descriptive statistics and inferential statistics (chi-square) were 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 the stakeholders’ perception, while the dependent is the result of abolition. Findings from the study indicated that abolition of ranking had a lot of negative outcomes compared to positive effects and the decision 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. Abolition of 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. Abolition of 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 and students and not to just abolish ranking.