Influence of Teacher Academic Qualification on Pupils’ Performance at Kenya Certificate of Primary Education Examination in English subject in Keny
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Date
2019-06
Journal Title
Journal ISSN
Volume Title
Publisher
IOSR Journal of Research & Method in Education (IOSR-JRME)
Abstract
Teacher academic qualification is repository of competencies and knowledge skills acquired through
a learning process in an academy. In the realm of English language as a subject, teacher academic qualification
is an indicator of the level of mastery of literacy and competency skills which a teacher is known to have
acquired and certified by recognized Examinations body. The objective of this study was to determine the
influence of teacher academic qualification on learner performance in Kenya Certificate of Primary
Examination (KCPE) in English subject in public primary schools in Kenya. The study used descriptive
research design and purposive sampling for all inclusive and representative population sample with regard to
distribution and categories of schools in Machakos County as its method for research. Unit of analysis was
Public primary schools in Machakos County. Respondents were Primary school teachers with teacher academic
qualificationsat various certificate levels and who teach English subject in KCPE exam classes. The sample size
was 132 academically qualified teachers. Data collection was done through questionnaires.The study found
Kenya Certificate of Primary Examination candidates taught by teachers with Kenya Certificate of Secondary
Examination (KCSE) certificates (Primary I teachers; at 19.7 % sample proportion)with Credit Passachieved
Learner Mean score of 47.13 % in English subject.Teachers with KCSE certificates with Credit Pass and Kenya
Advanced Certificate Examination (KACE) certificates with Passplus Diploma in Arts certificates (at 25.8 %
sample proportion) achieved Learner Mean score of 48.03 % in English subject.Teachers with KCSE
certificates with Credit Pass and KACE certificates with Pass plus Diploma in Sciencecertificates (at 10.6 %
sample proportion) achieved Learner Mean score of 47.37 % in English subject. Lastly, teachers with KCSE
with Credit Pass and KACE with Pass andwho also hold Diploma in Arts certificates with Pass and University
Bachelor’s Degree certificates (Primary Graduate teachers; at 42.4 %) achieved Learner Mean score of 58.05
% in English subject. There is a significant increase in Learner mean score by candidates taught by
Undergraduate teachers probably as a result oftheir high self-efficacy in Classes and a reduction in
Learnerindiscipline and self-belief contributing to effective teaching and learning whose product is enhanced
Learner performance at Kenya Certificate of Primary Examination.The study concluded that teacher academic
qualification significantly influences pupils’ performance at Kenya Certificate of Primary Examination in
English subject in Kenya. Finally, this study recommends that only teachers with good academic qualification in
subjectstaught at appropriate school learning levels with repository competencies and pedagogical skills
acquired in the course of academic learning and professional training be deployed to teach English subject in
schools for enhanced learner performance.
Description
Keywords
Teacher academic qualification, Kenya Certificate of Primary Examination, Pupils’ performance
Citation
Wandera, et al: Influence of Teacher Academic Qualification on Pupils’Performance at Kenya Certificate of Primary Examination in English subject in Kenya (IOSR-JRME Volume 9, Issue 3 Ser. IV. 2019 https://www.iosrjournals.org/iosr-jrme/papers/Vol-9%20Issue-3/Series-4/A0903040107.pdf