Analysis of KCSE Performance in Nakuru County: A Generalized Estimating Equations Approach

Abstract

In Kenya, the Ministry of Education has set the pass mark for university entry examination as C plus and above. Using publicly available data for 2006-2010, differences in KCSE performance amongst the three types of schools in Kenya—boys only, girls only, and mixed schools—was assessed. A generalized estimating equations marginal model was applied in order to account for association between scores within a school in the five year period. To account for the missing data, multiple imputation was performed followed by estimation and inference. Results indicated that there was a significant difference between the three type of schools in their candidates’ odds of attaining the stipulated minimum university entry grade. However, the odds of success in KCSE did not depend on the year under review as was evident in the slope parameters which was not statistically significant. Although it was clear that same-gender schools perform better than mixed gender schools, there is need to weigh the social benefits of mixed-schools against respective performance in KCSE. This should guide the policy makers on the way forward with regards to the education policy in Nakuru County.