Browsing by Author "Julius K. Maiyo"

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    ASSESSMENT OF UNIVERSITY EXAMINATION PRACTICES IN KENYA: SETTING, MODERATION AND MARKING
    (management university of africa, 2021-04) Echaune Manasi; Julius K. Maiyo
    Examinations play a critical component of the education system. This study sought to assess the University examination practices in Kenya. The objectives of the study were to establish the procedures involved in setting University examinations in Kenya, to assess the procedures on marking University examinations in Kenya and to establish the procedures on moderation of university examinations in Kenya. The study targeted all the 74 chartered Universities in Kenya. Stratified sampling was adopted. The sample was made up 10 Universities comprising of 5 Public Universities and 5 Private Universities. Findings of the study revealed that majority of Universities in Kenya administered sit in examinations set and marked by course lecturers who had not been trained to perform such activities. It was concluded that there was need to reform University examination policies and guidelines in Kenya. The study recommended that Universities should embrace online examinations and other contemporary examination practices such as screen marking.
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    TEACHER EFFECTS ON HIGH SCHOOLACADEMIC ACHIEVEMENT SCORES: A CASE STUDY OF BUSIA COUNTY, KENYA
    (management university of africa, 2021-04) Julius K. Maiyo; Manasi Echaune
    This study sought to analyze teacher effects on high school academic achievement scores in Busia County, Kenya. The study was based on the education production function theory. A descriptive survey research design was employed. A sample of 236 teachers and 755 students was used. Self-administered questionnaires were used to collect data and test re-test was used to ascertain reliability of the instrument. Descriptive statistics namely, percentages, frequencies, mean, and standard deviations were used to carry out preliminary data analysis. Inferential statistics specifically correlation and regression coefficients were then used to test hypotheses. Hierarchical linear modeling was used to model effect of selected teacher variables on school academic achievement scores. Findings of the study were presented in tables and figures. Findings of the study suggested that the number of teachers, teacher commitment and teachers covering missed lessons had statistically significant effects on school academic achievement scores.