A comparison of academic attitudes and aspirations of students in mixed and single-sex schools and their relationship to performance in Kenya certificate of education (K.C.E.) examination in Kakamega district Kenya.
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Date
1987
Authors
Mukonyi, Philip Wanjala
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The purpose of this study was to investigate,
the relationship between students' academic aspirations,
academic attitudes, sex, school-type, age, parental
education and occupation on the one hand and performance
in K.C.E. examination on the other. The study also
attempted to find out whether there are differences
in performance in K.C.E. examination between students
with different academic aspirations, academic attitudes,
sex, school-type, age, parental education and occupation.
Three different samples were selected from six
assisted secondary schools in Kakamega District.
These were 277 Form Four students, Forty-one Form Four
subject teachers and six careers guidance and
counselling masters. Three different types of
questionnaires were used in data collection for the
different samples selected. The data were then analysed
by computer using the Statistical Package for Social
Sciences (SPSS) Programme. Three statistical techniques
were used to test the hypotheses formulated for this
study. These were the Pearson's Product Moment
Correlation Coefficient to test relationships between
variables, the Analysis of Variance to test for
differences between variables and the Stepwise
Multiple Regression Analysis to test the effect of
Independent Variables on the Dependent Variable. The
research design was an ex post facto one.
The findings revealed that students' academic
aspirations, academic attitudes, sex and school-type
were significantly related to performance in K.C.E
examination. Age, parental education and occupation
were not significantly related to performance in the
K.C.E. examination.
Statistically significant differences in
performance in K.C.E. examination were discerned
between students with different academic aspirations,
academic attitudes, sex, school-type, age, parental
education and occupation. These findings formed
the basis for the recommendations that the educational
opportunities for girls should be expanded;that the
Ministry of Education should take up the task of
equipping schools to ensure uniformity in learning
facilities; Single-Sex Secondary Schools should be
provided as they were found to perform significantly
better than mixed schools in the K.C.E. examination,
and that the Inspectorate should be decentralised
to districts and regular inspection of schools
done as a matter of policy.
Description
Thesis submitted to the faculty of Education of Kenyatta University in partial fulfillment of the requirements for the Degree Master of Arts in Education.