Reconstructionist Analysis on the Relevance of Secondary School Evaluation in Promoting National Cohesion among Students in Machakos Town Sub-County, Kenya

Abstract

Education is the primary means of promoting national cohesion, international cooperation as well as socio-economic development. Since Kenya’s political independence, national unity has continued to feature prominently among the national goals of education. The National cohesion and integration commission has also emphasized the importance of education in promoting cohesion and integration among Kenyan communities. Despite this emphasis however, the country is faced with ethnic divisions and violence and this raises concern on relevance of the school evaluation in promoting national cohesion. This study investigated the relevance of secondary school evaluation in promoting national cohesion among students in Machakos Town Sub-County. The analysis of the relevance of secondary school evaluation was based on the ideals and principles as advocated by Reconstructionism philosophy. Descriptive survey research design was adopted for the study. The target population of the study was 24,441 subjects. Stratified sampling method was used to ensure that all categories of schools were covered. Purposive sampling was adopted to select student leaders, teachers and Machakos sub Quality Assurance and Standards Officer. A sample size of 409 comprising of 360 student leaders, 48 teachers and the sub county QASO was used for the study. The research instruments were questionnaires for teachers and student leaders and an interview schedule for the sub- county QASO. Piloting of questionnaires was done in the neighbouring Mwala Sub-County since it had similar characteristics as Machakos Town Sub-County. Validity of research instrument was ascertained by supervisors and other experts in Faculty of Education and Resources Development. Reliability of instruments was estimated by use of Cronbach coefficient alpha method and the coefficients obtained were 0.78 for teachers’ questionnaire and 0.81 for student leaders’ questionnaire. Statistical Package for Social Sciences (SPSS) version 20.0 was used. Descriptive statistics involving frequencies and percentages were used to analyze quantitative and qualitative data. The study established that the secondary school evaluation was more of theoretical without inclusion of practical skills on issues related to national cohesion, the evaluation does not enable the learners to internalize the values of nationalism, patriotism and national cohesion and integration, there was undue emphasis on examination which underscores cognitive domain of learning neglecting other domains such as affective and psychomotor. The researcher recommends that the ministry of education through policy makers and curriculum developers to review the evaluation policies as relate to promotion of national cohesion. The findings and recommendations of this study will offer all stakeholders in education new insights on the relevance of secondary school evaluation in promoting national cohesion.