An investigation of the relationship between form teacher-made tests and KCSE Examination in Uasin Gishu District in Kenya

Abstract

The purpose of the study was to establish the relationship between first term, mock and KSCE examinations.

The sample used consisted of 585 form four students of the year 1990 from eight schools in Uasin Gishu District. The variables used were the seven compulsory subjects namely: English, Kiswahili, History, Geography, Mathematics, Biology and Physical Sciences, and the Average Grade.

The test scores of the three examinations in the eight variables were collected for each student for the purpose of the study.

The data was analyzed using Pearson-product moment correlations formula to help obtain correlation between the variables used and multiple regression equations were also for obtained for each examination. The results were tested for their significance using Fishers Z-transformation and F-tests at 0-05 level of significance.

The result was that mock examination was highly and significantly related to the KCSE examination compared to the first term examination. The results show that mock examination results give a measure of the level of achievement of a student and there is need to incorporate it in decision making process in addition to the KSCE examination. The mock examination can act as a supplement of the KSCE examinations.

There is need for the first term examination to be reviewed and revised in order for it to give a reliable measure of the student's level of the achievement.