Examination Levies and Academic Achievement in Public Day Primary Schools in Nyamira County Kenya

Abstract

Testing and evaluating learners through examinations is an important step in monitoring the learners’ academic progress. While testing and evaluation is important, little is known on the effect of examination levies on pupil’s academic achievement. It is basing on this that this research study was undertaken to establish, effect of examination levies on pupils’ academic achievement. The theory that guided the research was Education Production Function. An ex – post facto research design was used with, a questionnaire and a documentary analysis guide as the tools for research. Target population of this study comprised 392 public day primary school. The research study employed Slovin’s Formula for determining sample size. The questionnaire and documentary analysis guide were therefore, administered to a sample size of 198 public day primary schools. Research tools were validated using a pilot study.  A test re – test method was used to test reliability and a Cronbach’s alpha of 0.70 was obtained. Descriptive statistics (mean, frequencies and percentages), inferential statistics using Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression were used for data analysis. The findings showed a significant, and moderate correlation between internal examination levies (r=0.517, p<0.0001). On the other hand, the correlation between division mock (r=0.263, p=0.0002) and sub-county mock (r=0.292, p<0.0001) levies with school KCPE performance were significant, positive but weak. internal examination levy (b=0.0024, t=6.94, p<0.0001) was statistically significant on school KCPE performance.  However, divisional mock (b= -0.0005, t= -0.23, p=0.483) and sub county mock (b= -0.0002, t= -0.23, p=0.615) examination levies were found to have no significant effect on school KCPE examinations. The study recommends that schools should develop a culture of testing using internal examinations.