FACTORS AFFECTING STUDENTS, ASSESSMENTS PERFORMANCE: CASE OF KENYA MEDICAL TRAINING COLLEGE (AN OPERATIONAL STUDY OF KMTC)
DOI:
https://doi.org/10.47604/ajep.1257Abstract
Purpose: The study assessed the influence of both intrinsic and extrinsic factors and students perceptions. While student and teacher-related factors constitute the intrinsic factors, parents and the government on the other hand are examples of the extrinsic factors. This research project focuses on assessing the factors that contribute and influence KMTC students' performance with an aim of establishing ways to improve their performances in examinations and assessments.
Methodology: A mixed and descriptive cross-sectional research design was utilized involving a study of both intrinsic and extrinsic factors that affect students' performance.
Findings: The study findings established that both intrinsic and extrinsic had an effect on performance. The study findings established that a unit increase in student attitude can lead to an increase of 0.05 in the scores of student performance. This implies that student attitude had a significant positive effect on student performance. The study found out that a unit increase in intrinsic factors of 0.227 can lead to an increase in students' performance. This clearly shows that extrinsic factors had a significant positive effect on student performance. The study results revealed that a unit increase of 0.01 can lead to an increase in students' performance. This shows that extrinsic factors had a significant positive effect on students' assessment and performance. Therefore, the study independent variables had a strong positive relationship to the dependent variable which was student performance.
Unique contribution to theory, practice and policy: The study recommends for higher learning institutions to integrate both intrinsic and extrinsic factors in their planning.
Key Words: Multiple Choice Questions- Multiple choice questions are questions where the respondent is given a variety of options to pick from while answering, Objective Structured Clinical Examination- it is an examination structured to meet certain specific objectives and in this case OSCEs are particularly used in the assessment of clinical officers, Assessment-it refers to the various methods and tools that educators employ in evaluation, measurement and documentation of academic readiness, learning progress, skills acquisition and education needs of a student; Intrinsic factors- refers to those factors that exists within the system (KMTC), they form the internal drive to objectives and cannot be separated from the system. E.g. in KMTC, intrinsic factors includes students' factors, lecturer factors, institutional factors e.t.c.; Extrinsic factors- refers to those factors that operate outside the system (KMTC) to influence the achievement of an objective. These factors are external and separate entities from the system but have established mutual connections e.g. the government, parents, employers' e.t.c
Downloads
References
Akinsolu, A. O. (2007). Teams and the Dynamics of Collaboration: An Antidote for Educational Organisation Efficiency. The International Journal of Knowledge, Culture, and Change Management: Annual Review, 7(5), 65-72. doi:10.18848/1447-9524/cgp/v07i05/50372
Gallagher, C. H. (2015). Academic Performance: Student Expectations, Environmental Factors and Impacts on Health. Hauppauge, NY: Nova Science Publishers.
Komakech, R. A. (2015). School Attendance is a Pre-Requisite for Student Academic Performance in Universal Secondary Education Schools. Journal of Social Science for Policy Implications, 3(1). doi:10.15640/jsspi.v3n1a3
Langat, L. (2015). Teacher factors affecting student achievement in biological sciences. Saarbrücken: LAP LAMBERT Academic Publishing.
Lee, G. P., & Otto, R. K. (2015).How to Prepare for the Written Examinations in Clinical Neuropsychology and Forensic Psychology.Oxford Clinical Psychology. doi:10.1093/med:psych/9780195372434.003.0006
MaricÌ, Mia, &SakacÌŒ, Marija. (2014). Individual and social factors related to students' academic achievement and motivation for learning. Naklada Slap.
Marshall, K. (2013). Rethinking teacher supervision and evaluation: How to work smart, build collaboration, and close the achievement gap.
Narad, A., & Abdullah, B. (2016). Academic Performance of Senior Secondary School Students: Influence of Parental Encouragement and School Environment. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8(2), 12-19. doi:10.21659/rupkatha.v8n2.02
Odanga, S. (2018). Influence of Socio-cultural Factors on Performance in Examinations in Kenya. Asian Research Journal of Arts & Social Sciences, 7(1), 1-14. doi:10.9734/arjass/2018/41051
Osterman, K. F., &Kottkamp, R. B. (2015). Reflective Practice for Educators: Professional Development to Improve Student Learning. New York: Skyhorse Publishing Company, Incorporated
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Collins Moses Owuor, Dorothy Tshombe, Alloys Musuya, Grace Achieng' Otieno
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
