The Effects of School Groupings on Student Performance in the Kenya Certificate of Secondary Education Exam: A Classification Tree Approach

Christine Ouma
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Abstract

This exploratory study aimed to investigate the factors affecting the academic performance of secondary school students in Kenya. The 2011 Kenya Certificate of Secondary Education (KCSE) performance data from 26,067 female and 41,261 male students from 1,162 secondary schools in the Nyanza Region were analyzed. Academic performance was assessed based on whether students achieved a minimum grade (C+) for university admission. Using a data mining technique called Classification Tree (CRT), the study explored the influence of school groupings and gender on student performance. The results showed that school residential status (normalized importance=100%) was the most important predictor, followed by school type (normalized importance=95%), school size (normalized importance= 93%), and school designation (normalized importance=84%). Gender (normalized importance=2%) of the student had no effect on student performance. The final CRT accurately classified 93.7% of the students below the C+ grade threshold and 41.2% of the students at or above the C+ grade, yielding an overall classification accuracy of 76.7%. These findings provide valuable insights for educators and policymakers aiming to enhance educational outcomes in secondary schools.
学校分组对肯尼亚中等教育证书考试学生成绩的影响:分类树方法
这项探索性研究旨在调查影响肯尼亚中学生学习成绩的因素。研究分析了尼安萨大区 1,162 所中学的 26,067 名女生和 41,261 名男生的 2011 年肯尼亚中等教育证书(KCSE)成绩数据。学业成绩是根据学生是否达到大学录取的最低分数(C+)来评估的。研究使用一种名为分类树(CRT)的数据挖掘技术,探讨了学校分组和性别对学生成绩的影响。结果显示,学校住宿状况(归一化重要度=100%)是最重要的预测因素,其次是学校类型(归一化重要度=95%)、学校规模(归一化重要度=93%)和学校名称(归一化重要度=84%)。学生的性别(归一化重要度=2%)对学生的成绩没有影响。最终的 CRT 准确地将 93.7% 的学生划分为 C+ 级以下,41.2% 的学生划分为 C+ 级或以上,总体分类准确率为 76.7%。这些研究结果为旨在提高中学教育成果的教育工作者和政策制定者提供了宝贵的见解。
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