Influence of the examination-oriented model on students’ performance in literature classrooms in secondary schools in Kenya

The Kenya education system is an examination-oriented model in which examination results determine a student’s path. The teaching and learning activities are geared towards rote learning so students can memorise content to pass the national examination. This paper discusses the influence of the examination-oriented model on students’ performance in literature in secondary schools. The study was conducted in Nandi Central, Nandi County, Kenya. The study adopted a descriptive design where the form four students and teachers in Nandi Central Sub-County formed the target population. The researchers used simple random sampling to select schools and teachers and develop four students to participate in the study. Instruments of data collection included: Questionnaires, interview schedules and observation checklists. Piloting of the study was done in two schools that were not included in the research. Data collected were analysed using a descriptive design per the study objectives. Data was presented in frequency tables, descriptions, and percentages. The results of this study revealed that the secondary school Literature syllabus was not implemented as stipulated by the KICD due to; insufficient time to cover the syllabus; hence teachers were forced to resort to the examination-oriented teaching model. The examination-oriented model puts pressure on teachers and learners for excellent results. The researcher concluded that the examination-oriented model led to rote learning in literature. Students spent most of the time doing a series of examinations. It was recommended that the examination-oriented model be replaced by other student-centred teaching approaches, such as performance, which includes engagement that involves recitations, narrations and song and dance. Implementation can be carried out in poetry, oral literature, and drama.