THE INFLUENCE OF SECONDARY SCHOOL EDUCATION ENTRY QUALIFICATION AND ECONOMICS’ FOUNDATIONAL SUBJECTS IN KCSE ON STUDENTS’ PERFORMANCE

Since the introduction of the 8-4-4 system of education in 1985 in Kenya, the students' performance in economics over the years in the Kenya Certificate of Secondary Education (KCSE) has been relatively poor. As a result, many head-teachers who are always conscious of KCSE examination results have encouraged students to drop this subject for the fear that performance in economics may lower the school mean grades in KCSE (KNEC Reports, 1991 – 1999). This paper sought to identify the influence of Secondary school education entry Qualification and Economics’ Foundational subjects in KCSE on students’ performance. The study was carried out in Rift Valley Province in Kenya. The representative sample, constituted all the fourth form students of economics in all the secondary schools in the Rift Valley Province of Kenya, Inspectors of schools in districts where economics was being offered and teachers from the schools where the subject was offered. A total of 187 students, 32 teachers and 4 district inspectors took part. Data was collected from the sample using the questionnaires. The data collected was analysed using the Excel and Basic statistical techniques used to analyse various items in the questionnaire. These included calculating the averages, frequencies, percentages and totals. These statistical techniques were used to make comparisons in the various data collected. Conclusions on the variables analysed were finally drawn from these comparisons.