Effects of Examination Oriented Teaching on Academic Aspiration among Secondary School Students in Imenti South District, Kenya

Euphrasia Karimi Henry; Veronica Karimi Nyaga; Monica Buyatsi Oundo

doi:10.31686/ijier.vol2.iss5.185

Authors

Euphrasia Karimi Henry

Chuka University, Kenya
Veronica Karimi Nyaga

Chuka University, Kenya
Monica Buyatsi Oundo

Chuka University, Kenya

DOI:

https://doi.org/10.31686/ijier.vol2.iss5.185

Keywords:

Academic aspiration, curriculum, Examination oriented teaching, holistic education

Abstract

This study sought to examine the effects of examination oriented teaching on academic aspiration among secondary school students in Imenti South District of Kenya. The study adopted a descriptive survey research design on a target population of 14,847 respondents, comprising of teachers, students and Assistant Education Officers in Imenti South District. Stratified random sampling and purposive sampling techniques were employed to obtain the desired sample. Data was collected using three sets of questionnaires whose reliability was estimated by use of Cronbach’s Alpha Coefficient using SPSS version 17.0. The study findings indicated that examination oriented teaching negatively affects students’ academic aspiration in secondary school. Therefore, it is anticipated that the findings and recommendations of this study will provide valuable reference for curriculum planning, development, administration, implementation and evaluation with a view of providing a holistic educational experience among secondary schools students in Imenti South District, Kenya.

Author Biographies

Euphrasia Karimi Henry, Chuka University, Kenya

Department Education
Veronica Karimi Nyaga, Chuka University, Kenya

Department Education
Monica Buyatsi Oundo, Chuka University, Kenya

Department Education

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