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Friday, July 30, 2021

Major learning gaps could cause mass failure in 2020 KCPE – Report

By Nicanor Ndiege

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Findings of an assessment report that was administered to stablish Class Eight pupils’ performance levels in subjects examined in KCPE after the prolonged closure of schools has revealed major learning gaps that could result in mass failure by the candidates.

The findings, coming out in just less than two months to the start of KCPE, shows that the majority of Class Eight learners performed below average, failing to attain the minimum benchmark (50 per cent) in most of the subject assessed.

The assessment reveals that, for instance, in Mathematics, English Composition and Kiswahili Insha, only 34.5, 39.9 and 45.1 per cent of the learners respectively attained 50 per cent of the total mark.

The learning assessment, was envisaged to help inform teachers and other education stakeholders on the learning loss, which may have been occasioned by the lack of face- to-face learning and limited access to remote learning, with a view to inform on areas of targeted intervention.

The assessment reveals that pupils in schools located in urban areas registered higher mean scores than their counterparts in schools located in rural areas in all subject areas assessed except in Kenya Sign Language.

Islamic Religious Education, Christian Religious Education, Science, Hindu Religious Education and English Language reported the highest mean scores at 60.1, 58.7, 57.8, 55.5 and 50. 3 respectively.

However, the study shows that Social Studies, Kiswahili Language (Lugha), Mathematics and Kenyan Sign Language reported mean scores which were lower than the expected mean of 50 at 49.5 and 48.9, 44.8 and 43.3 per cent respectively.

The study points to low learning outcomes in English, Kiswahili and Kenyan Sign Language compositions, with KSL registering the lowest mean at 36.9, followed by English and Kiswahili at 44.7 and 46. 6 per cent respectively.

On scores per gender, the study shows Girls largely performed better in languages than boys. In English, girls attained higher means in both language and composition at 51.3 and 46.5 against 49.3 and 42.8 per cent. In Kiswahili, girls attained 49.6 and 49 per cent in language and composition respectively against the 48.2 and 44.2 attained by boys.

On the other hand, boys performed better than girls in Mathematics and Science at 45.3 against 44.3 and 59.2 and 56.4 per cent respectively. The study also established that pupils in private schools registered higher mean scores than their counterparts in public schools in all the assessed subjects

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