IMPACT OF TEACHER GRADING SCALES AND
GRADING PRACTICES ON STUDENT
PERFORMANCE AND MOTIVATION
A Project
Presented to the
Faculty of
THE CATHOLIC UNIVERSITY OF ESTERN AFRICA
In Partial Fulfillment
Of the Requirements for the Degree
Bachelors of Arts
In
Education
By
MATILDA ADHIAMBO
2023
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SIGNATURE PAGE
PROJECT: IMPACT OF TEACHER GRADING SCALES AND GRADING
PRACTICES ON STUDENT PERFORMANCE AND MOTIVATION.
AUTHOR: MATILDA ADHIAMBO
DATE SUBMITTED:
Department of Education
NAME : _____________________________________ SIGN:
__________________________
DATE:
________________________________________________________________________________
NAME : _____________________________________ SIGN:
__________________________
DATE:
________________________________________________________________________________
NAME : _____________________________________ SIGN:
__________________________
DATE:
________________________________________________________________________________
ACKNOLWELDEMENTS
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First and foremost I would like to thank my Supervisor, Dr. _______, who
tolerated my impatience, shared considerate criticism, and guided me to the finish line
throughout the stressful time. I am honored to have learned from him and appreciate
his great support. Also, Dr. ________, I would like to thank you for guiding me through
the process and pushing the project to provide me with the necessary data as well as
providing me with the tools that the area was not able to provide in a timely manner.
Ms. ________, thank you for the suggestions and the necessary laughs through this tough
process.
My mother, sister, and boyfriend have also played a role in my accomplishments
of my educational goals. Mom, I am lucky to have all of your unconditional, rough at
times, but great love and support. thank you for your support and extra words
of wisdom that I often needed.
Also, thank you to my friends and colleagues for the constant encouragement.
Although we often felt that we were not going to make it.
Lastly, thank you to all of my students for listening, being patient with my hectic schedule,
and providing me with words of wisdom. Their support showed me that my hard work was
being
acknowledged. Without question, I could not have made it without all of you.
TABLE OF CONTENTS PAGE
Signature page-------------------------------------------------------------------------------
Acknowledgement---------------------------------------------------------------------------------------
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CHAPTER ONE
INTRODUCTION------------------------------------------------------------------------------
1.1 Introduction------------------------------------------------------------------------
1.2 Background of the information-------------------------------------------------
1.3 Statement of the problem--------------------------------------------------------
1.4 Research Objectives--------------------------------------------------------------
1.4.1 Main objective-------------------------------------------------------
1.4.2 Specific objectives--------------------------------------------------
1.5 Research Questions--------------------------------------------------------------
1.6 Significance of the study--------------------------------------------------------
1.7 Scope of the study----------------------------------------------------------------
1.8 Defination of terms---------------------------------------------------------------
1.9 Abbreviations ----------------------------------------------------------------------
CHAPTER TWO
LITERATURE REVIEW----------------------------------------------------------------------
2.1 introduction ------------------------------------------------------------------------
2.2 Perseptive of teachers towards examination-----------------------------------
2.3 related literature review ---------------------------------------------------------
2.4 research gap-------------------------------------------------------------------------
CHAPTER THREE
RESEARCH METHODOLOGY--------------------------------------------------------------
3.1 introduction-------------------------------------------------------------------------=
3.2 research design-----------------------------------------------------------------------
3.3 selection of the study area ------------------------------------------
3.4 description of the studt area---------------------------------------------------------
3.5 Sample and Sample size-------------------------------------------------------------
3.5.1 Sample----------------------------------------------------------------------
3.5.2 Sample size-----------------------------------------------------------------
3.6 Sampling techniques-------------------------------------------------------------------
3.6.1 Simple random sampling-------------------------------------------------
3.6.2purposive sampling--------------------------------------------------------
3.7 Data typology--------------------------------------------------------------------------
3.8 Data collection tools-------------------------------------------------------------------
3.8.1 Questionaire-----------------------------------------------------------------
3.8.2 interview---------------------------------------------------------------------
3.9 Data analysis and presentation-------------------------------------------------------
3.9.1 Data analysis----------------------------------------------------------------
3.9.2 Data presentations----------------------------------------------------------
CHAPTER ONE
INTRODUCTION
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1.1. Introduction
This research intends to assess the perception of teachers towards the new grading system at
ordinary level secondary schools. This chapter includes background of the problem,
statement of the problem, general objective, specific objectives of the study, research
questions, significance of the study, scope of the study, definitions of terms and
abbreviations.
1.2 Background of the problem.
This study builds its arguments on two variables which are teachers’ perceptions and grading
system. According to Erlenkamp (2004) perception is gathering information through our
senses which are: seeing, hearing, touching, tasting, smelling and sensing; it is through these
senses we can perceive things, events or relationship. In other words perception is the process
by which these stimuli are selected, organized and interpreted. According to Oxford
Advanced Learners’ Dictionary (2010), perception is the way you notice things especially
with senses or is the ability to understand the true nature of something. It is an idea, belief or
image you have as a result of how you see or understand something. According to Longman
Dictionary of Contemporary English (2008) perception is the way you think about something
and your idea of which it is like, it is the way you notice things with your senses of sight,
hearing, tasting, smelling or touching On the other hand grades according to Erlenkamp
(2004), grades is a set of symbols, words, or numbers used to designate different levels of
achievement or performance. These might be letters such as A. B, C, D and E. Symbols or
numbers such as 1, 2, 3, or 4, sometimes grades can be in descriptive words such as
Exemplary, Satisfactory or Needs improvement and grading system is the way by which
these grades are [Link] teachers’ perceptions towards new grading system at
ordinary level secondary education refer to the views, understanding, and awareness of
teachers towards the new grades at ordinary level secondary education. Grades in school
examination have been designed in order to sort learners according to their abilities and to
promote the students from lower level to the higher level so as to ensure availability of
experts in all spheres for sustainable development. For a good number of years ordinary level
secondary education had been using five grades in all exams taken at this level. These grades
have been adjusted and replaced with seven grades from 2016. The table below shows the old
and new grading system at ordinary level secondary schools
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81-84
49-54 C+
The new grades come into use when the educational sector realized that the very good results
that were being posted by the students were as a result of plagiarism as the teachers used to
leak the exams to students.
Exams that broke the record was that of the year 2015 as more than a half of the students
scored above average. the worst results in the history. The new grading system has led to
contradictory arguments among various educational stakeholders with two opposing views
one group thinks that the new grades will improve the quality of education while the second
group thinks that the new grading system will distort the quality of education in the country.
(The minister of education by then Dr,Fred Matiangi said in a conference held in 2016 in
Nairobi that the new school exam grading system aim at placing students with similar
capability in one group to differentiate them from other group and also it aims at reducing the
huge number of students with fake results. According to the executive director of
examination, the new grading system that has been introduced by government in the last year
will deteriorate the quality of education. “This is not something to celebrate, because if you
look into these results as per the previous grading system, many of these pupils have not
passed; we need to work hard to make sure that there is real improvement in the sector” he
said, added that it seems like more students failed this year because of the adjustment in the
grading system which was made by government by lowering the pass grades, more pupils
who would have scored division zero seemed to have passed their examination. Teachers,
parents, administrators, non-government organizations, and community all agree that we
need better grading system. The problem is that none of these groups seems to agree on what
form those grades should take, even within each group there is contradicting perceptions as to
which type of grading system is better. Thus this study is interested in assessing the
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perceptions of teachers towards the new grading system at ordinary level secondary
education in Busia county Butula sub-county especially at Butula school in Marachi Central
ward. The study will provides the suggestions on what should be done to improve grading
system which in education system.
1.3 Statement of the problem
There are various grading systems which are used in different countries to award certificates
for candidates who did national examinations, though flexible grading ranges and fixed grade
ranges are mostly and widely used than other grading systems. For example in Kenya
education system flexible grade ranges had been used for a good number of years, from 1985
to 2015,
though in the 2016 national examinations, KNEC began to use the fixed grade
[Link] are of virtual importance in education as KNEC (2016) says that, the major
aim of form four and is to measure the knowledge and skills the learner acquired that enables
him/her to fulfill his/her needs, the needs of the society as well as the surrounding
[Link] examinations results (Grades) enable the educational authorities concern to
select candidate to continue with study in the next stage that include higher education and
other professional [Link] and Torgerson (1964) have identified four functions of
grades which are: administrative informational, guidance and motivational functions. Thus
grades have an important role to play in teaching-learning process as it enables teachers to
communicate to the learners about their progress, identify their strength and weakness as well
as planning their study agenda.
The effective grading system must involve all educational stakeholders in the concerned
area,thus this study aim to assess teachers’ perceptions towards the new grading system at
ordinary level secondary education in Busia county.
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1.4. Research objectives
14.1 Main objective
To assess the perceptions of teachers towards new grading system at ordinary level
1.4.2 Specific Objectives
To examine the reasons for the use of new grading system
To examine the quality of new grading system in relation to old grading system
To assess teachers’ suggestions towards the improvement of education quality
1.5. Research questions
What are the reasons for the use of new grading system?
What is the quality of new grading system in relation to old grading system?
What are the teachers’ suggestions towards the improvement of education quality?
1.6. Significance of the study
This study on the perceptions of teachers towards new grading system at ordinary level will
have numerous significances as [Link], the study will make a researcher to be more
familiar to the problem, as well as how to conduct research and also to be awarded bachelor
degree in [Link], the study will be helpful to the county, and non government
organization as it will make them aware of teachers’ perceptions towards the new grading
[Link], this study on teachers’ perceptions towards new grading system will act as
frame work and references to other researchers who will do the same research or the related
researches as it will act as the guidelines to them.
1.7 Scope of the study.
This study will be carried out in Busia county particularly in Marachi North and Marachi
Central wards,it will focus on the reasons for the adjustment of school exams grades, the
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quality of new grades compared to the old grades as well as what should be done to improve
quality of grading system.
1.8 Definition of terms.
Grading system- in education is the process of applying standardized measurements of
varying level of achievement in a course.
National examination- the examination which is taken by every student in the
country, determines student’s educational future is organized and supervised by
KNEC
1.9. Abbreviations.
CEO- County Educational Officer.
KNEC-Kenya National Examination Council
CAS- County Administrative Secretary
NGO’s- Stands for Non-Government Organizations
CUEA- stands for The Catholic University of Eastern Africa
SPSS-Refers to Statistical Packages for Social Science
WEC-Stands for Ward Educational Coordinator
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CHAPTER TWO
LITERATURE REVIEW
2.1Introduction
This chapter provides the review of works done by authors and other researchers that relate
to the topic under the study. It includes perceptions of teachers towards examinations, related
literature review and research gap.
2.2 Perceptions of teachers towards examinations.
Dawkins (1988:18) states that, “Academics must be able to relate and respond to the
national priorities which government has a responsibility to determine but not to
impose.”The aim of education is to make one a right thinker and liberate him/her
towards self-decision making. Likewise grades in exams aim at grouping students in
groups according to what the students have acquired during learning progress. If the
grades are well designed it is obvious that students in one grade will have almost the
same skills and [Link] to James (1998) examination at school are not
supposed to be test of underlying abilities or aptitudes but measure of attainment, means
to measure the extent to which candidates can demonstrate their acquisition of
knowledge, skills and understanding in relation to curriculum that they have been
[Link] above authors show the importance of examination in education and what
examinations should aim to achieve in school. In Tanzania ordinary level secondary
education students are supposed to take two national examinations. Thus, in order for
those examinations to achieve the intended goal there must be an effective grading
system in examinations.
2.3 Related literature review
Walvoord and Johnson (1998) argued that grading is the process by which a teacher assesses
student learning through classroom test and assignments, the context in which good teachers
establish that process and dialogue that surrounds grades and define their meaning to various
audiences. Grading serves four roles: 1) it evaluates the quality of student’s work; 2) it
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communicates with student, as well as employers, graduate schools and others; 3) it
motivates how the students study, what they focus on, and their involvement in the course;
and 4) it organizes to mark transition, bring closure and focus effort for both students and
[Link] Tanzania education grading system is a powerful tool in all levels of education
just like in other countries of the world. Effective grading system in ordinary level secondary
education provides suggestions for improving education and preparing learners that are
capable of using the education acquired to solve various issues in the society as well as to
withstand the competition in the job market. Effective grading system in education requires
wide participation from teachers and other education stakeholders Norman (1981) also
suggested that students’ performance and skills can be enhanced if the students are motivated
to study hard. Employing appropriate pedagogical techniques, such as grading system, can
encourage students to do their assignments, thereby increasing understanding of a subject
matter and improving their class performance, as well as allowing the instructor to obtain
feedback regarding the degree of understanding and performance of the students. For
example the tests and examinations have been used as feedback mechanism in ordinary level
education and in other levels.
Grading system helps in sorting learners according to their level of performance and
understanding. Grading also enables learners, teachers, parents and other educational
stakeholders to identify areas of weakness and strength so that desirable measures can be
taken. For example the poor performance of students in science subjects in our country has
made the government to take various initiatives to solve the problem such as construction of
laboratories and providing loans for students who are admitted in colleges to pursue diploma
and degree of science subjects and [Link] to Michel (2006) grading in
academics is affected by cultural values which put huge important and stress on academic
success and achievement. In fact, cultural thought we are not conscious of, is very vital to
grading system and style. In addition to this, all the expectancies are related to this cultural
heritage which is shaping the vision of adolescents on their academic effort, anxiety and
stress, also their goals through the career system. Grading can be defined as cultural belief
and assumptions of the parents, so the students. Grading is the tools of approval in
adolescence and it makes student’s motivation higher to study hard and doing their best for
gaining environmental approval from others. Besides this grade levels of adolescents are
indicators and criteria for evaluating their personality. This is because their performance
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through the class is accounted for their individuality in the society. Moreover, academic
achievement among adolescent is a tool for starting the looser and winner. The student must
be best in this competition for pursuing her/his life.
2.4 Research Gap.
Though there are various literatures which explain on the importance of grading system in
education and the need for quality education and mean to be used to attain it. As well as the
challenges that face education in terms of teaching and learning environment. Although there
is contradicting views on the new grading system in the country there is no any literature on
the teachers’ perceptions towards the new grading system, thus the researcher wants to assess
the views of teachers using a case of Marachi North and Marachi Central wards as among
the educational stakeholders and also to resolve the existing contradiction on whether the
new grade will improve or decline the quality of education in the country.
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CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction.
This chapter will show the whole process on how the study will be done systematically. It
will include: research design, description of the study area, population of the study, sample
size, sampling procedures, data collection method, data analysis and presentation.
3.2 Research design.
This study will use both qualitative and quantitative research design. Qualitative approaches
will be used whereby a case design will be used in the selected sample schools and higher
learning institutions. Descriptions basing on the study will be obtained from the respondents
within the selected institutions. The study will also use interview and questionnaires to get
descriptions from the respondents. Quantitative research will be used in data presentation like
the use of tables.
3.3. Selection of the study area.
The research will be carried out in Marachi North and Marachi Central wards both of which
are found in Busia county Butula Sub-County involving six secondary schools. From
Marachi North ward the sample institutions will include Lugulu R.C secondary school,
Tingolo secondary school and Bumbe Teachers training College,will be used as sample
whereas in Maracchi Central ward the sample institutions will include Butula school
,Busiada Girls Secondary school and Butula Teachers Training College. The reason for
selecting only six institutions despite the fact that there are many institutions in these wards
is because teachers’ views in these sample institutions will represent other institutions found
in these wards and County in general on the teachers’ perceptions towards the new grading
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system at ordinary level secondary education level.
3.4 Description of the study area.
The study will be carried out in Butula Sub-County which is one of the seven sub-counties of
Busia county. The sub-county comprises of five wards,the north,south,east ,west and central
marachi [Link] sub-county is located in northern part of the county and it is boarded by
Nambale sub-county ,Matayos sub-county ,Funyula sub-county and Matungu sub-county of
Kakamega county. According to the 2019 census,the sub-county has a population of 40,500.
3.5 Sample and sample size.
3.5.1 Sample
David Waugh (2009) define sample as the selected items, units or elements which the
researcher conclusion will be made. In this study the sample will include, veteran teachers
from the selected schools, teacher trainee from the sample colleges, academic
masters/mistress, heads of schools and ward education coordinators.
3.5.2 Sample size
Kothari (2008) defines sample size as “the number of items to be selected from the universe
to constitute a sample.” The sample size will be derived from the total population, in this
study the sample size will be 60 respondents from the selected sample institutions. The
sample size in this study will be chosen as follows.
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3.6. Sampling techniques
Kombo and Delno (2006) defined sampling as a procedure the researcher uses to gather
people, places or things to study. It is a process of selecting a number of individuals or
objects from a population such that the selected group contains elements representative
characteristics found in the entire group. The study will use both probability and non-
probability sampling techniques.
3.6.1 Simple random sampling.
According to Waugh (2009) simple random sampling is the type of sampling under normal
circumstances is the ideal type of sample because it shows no bias. Every member of the total
population has an equal chance of being selected and selection of one member does not affect
the probability of selection of another member. The researcher will use this technique to get
4 schools to represent the rest schools, under this procedure the researcher will write the
names of all secondary schools in the selected wards on pieces of paper, fold them, mix them
and pick four pieces of paper with names of schools written on them, these will be used as
sample schools, the same procedures was used to get the study area also will be used to get
sample teachers.
3.6.2 Purposive sampling
Kombo and Tromp (2006) defined the purposive sampling techniques as the sampling
technique where the researcher purposively targets a group of people reliable for the study
and in this case the respondents are from different areas. The purposive sampling will be
used to get two institutions because these are the only institutions that train teachers in the
selected wards. The purposive sampling will also be used to get key informants like academic
masters/mistress, heads of schools, and Ward Educational Coordinators from the selected
study institutions. This is because these are people who are believed to be relevant and
knowledgeable to ensure relevant information concerning the perception of teachers towards
new grading at ordinary level secondary education in the study area.
3.7. Data typology
Data to be collected will include both primary and secondary data where necessary. Primary
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data, these will be collected from the sample population in the field whereby questionnaires
and unstructured interview will be employed to gather data in the study, and secondary data
will be obtained from magazines, newspapers, and internet.
3.8. Data Collection Tools
3.8.1 Questionnaire
The Oxford Advanced Learners’ Dictionary (2010) defined questionnaire as a written or
printed list of questions to be answered by a number of people especially as part of
survey. This technique will involve written questions to which the respondents will be
required to write answers individually with no researcher ’s guide. The questionnaires
will be in two forms, the open-ended questionnaire that requires the respondents to
answer the way they wish. This method will be used to get information from academic
masters/mistress, heads of schools and WEO. Close-ended questionnaire which will
limit the respondents to answer “YES” or “NO” this methods will be employed to
teachers.
3.8.2 Interview
Seale, et al (2004) define an interview as, the social encounter where speakers collaborate in
producing retrospective and prospective accounts or version of their parts or future actions,
experiences, feelings and thoughts. In this study the researcher will also use unstructured
form of interview due to its flexibility to questioning. The researcher will use this kind of
interview because it gives chances for both researcher and respondents to discuss, also it
serve time with full information and can be changed or adopted to meet the respondents’
intelligence, understand or beliefs.
3.9 Data analysis and presentation
3.9.1 Data analysis
Data analysis refers to the process of examining data which have been collected. In this study
both qualitative and quantitative methods will be used to analyze the data that will be
collected from the field. By qualitative approach, the description about perception of teachers
towards the new grading system and the proposed ways to improve education in the country
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By quantitative approach, the researcher will examine the data which will be in numerical
manner this will include the number or percentage of respondent.
3.9.2 Data presentation
Data presentation refers to the ways and means of presenting data after data have been
analyzed. In this study the research the researcher will present the data by using qualitative
approach which will present the data related to description form. The researcher also will
present the data by quantitative approach by using graphs and tables. This method will enable
the researcher to summarize the results on teacher ’s perception towards the new grading
system at ordinary level secondary education88
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