Largely, teachers handling Form Four candidates in any secondary school should help them fill learning gaps. As a peripatetic speaker in several schools across the country, I consider this as one of the Best Academic Practices that entices peak performance in KCSE. School arrowheads should ensure that this important bit takes place at the right time in Teaching and Learning (TL) process. Form Four candidates should not be left to face final exams when they feel that they are inadequate or ill-prepared.
Ostensibly, in most cases, filling learning gaps happens after proper syllabus coverage. Some of the gaps my pen can point out in this treatise include: Gaps on emerging trends in KCSE, gaps on cogent content mastery, gaps on interpretation of questions, gaps on exam presentation, gaps on Form 1 and 2 content and gaps on morale and motivation.
- Gaps on Emerging Trends in KCSE
Actually, this gap manifests when Form Four candidates fail flat to evince both high and low order thinking in exams. It also manifests when Form Four candidates depict poor content mastery. Form Four candidates can find medicine to this disease only when they pay meticulous attention to subject experts and examiners. Teachers should sedulously study the KNEC reports, and implement the raft of recommendations therein.
Consequently, schools also manage to fill this gap when they expose Form Four candidates to standard exams, which nod to Bloom’s Taxonomy. In 1956, University of Chicago Professor Benjamin Bloom, with four collaborators – Max Englehart, Edward Furst, Walter Hill and David Krathwohl – published a framework for categorising educational goals known in popular parlance as: Taxonomy of Educational Objectives also known as Bloom’s Taxonomy. In Multiple Intelligences in the Classroom, a heroic book I pored over in my June 2025 regular reading ritual, Thomas Armstrong cogently contends: Bloom’s Taxonomy provides a kind of quality-control mechanism through which educators can judge how deeply the students’ minds have been stirred by a multiple-intelligence curriculum.
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Meaning, it is a cognitive domain, with six – three high and low levels of complexities educators use to gauge how instructions stimulate or develop students’ low-and-high-order-thinking capacities. The six levels are: One, knowledge, which tests the rote memory skills such as knowing facts, terms, procedures and classification of systems. Two, comprehension, which is the ability to translate, paraphrase, interpret, or extrapolate material. Three, application, which is the capacity to transfer knowledge from one setting to another. Four, analysis, which is discovering and differentiating the component parts of a larger whole. Five, synthesis, which is weaving together component parts into a coherent whole. Six, evaluation, which is judging the value or utility of information using a set of standards.
- Gaps on Cogent Content Mastery
Ideally, peerless performance in KCSE comes with proper syllabus coverage, content mastery, content retention and content delivery. After serving any exam, teachers should detect glaring gaps in content mastery when candidates leave blank spaces. The perfect antidote to the filling of gaps in content mastery is cyclic and skilful reading of notes and more exposure to core-course books. Form Four candidates should read notes from Form 1-4 more frequently. They should also read the KCSE set texts (both in English and Kiswahili). They should not forget about reference books such as the Bible in CRE and Quran in IRE. Gaps in content mastery also manifest when candidates fail to score full marks in exams. Schools can cure this disease when they compel the candidate class to focus on intensive review of past papers. This helps Form Four candidates to conceptualise the pattern in setting and marking of KCSE. It also exposes Form Four candidates to the format of exams. Likewise, focusing on remedial lessons can also entice hope and help in this sphere.
Then, as part of remedy, there is the making of marking schemes: getting question papers, and using them to mine for appropriate responses from the core-course books. In this approach, books remain the object of study, but questions act as the good guide on what and how to study. Consequently, let there be guided exams. In this stupendous strategy, teachers guide Form Four candidates to read given areas where they have set examinations. Then, there is the approach of topical revision, whereby at the tail-end of every topic, Form Four candidates make notes and respond to end-of-topic-questions through evaluation. Likewise, research-based learning can wrought miracles. In this learning model, Form Four candidates should get the work requiring research. They make presentations in the full glare of their peers in class. Moreover, Form Four candidates should read ravenously. Schools should use symposiums and hot sittings to seal more learning gaps. In hot sittings, they field questions from other students. Any question that they find challenging becomes a gap that require some serious filling. In the whole scheme of things, Form Four candidates grasp the content when they participate in subject-based contests. Meaning, they read given topics. Then they sit for an exam in those selected area.
- Gaps on Interpretation of Questions
This gap manifests when Form Four candidates sit for an exam, but fail to respond appropriately to exam questions. Some even end up setting their own questions. What is the solution? Schools should expose Form Four candidates to oodles of exams. Failure to respond to questions in the required breadth and depth end when schools train candidates on how to provide main points in exams, which must also be supported with proper illustrations. Form Four candidates should change their attitudes towards exams, and get prepared to sit for smorgasbord of exams as a means of practice and preparation. Form Four candidates should sit for several set of exams. Marked and revised. The glaring goof that is committed by some schools is that candidates sit for exams just for the sake of formality. Teachers handling the candidate class serve the exams to please the top guns of the institution. They just do it because it features in the school calendar of events, or it is spelt out in the Academic Action Plans (AAPs).
- Gaps on Exam Presentation
This gap manifests when candidates fail to plot work on paper in an appropriate manner. This could be lackadaisical layout of essays, lousy labelling of diagrams, bad balance of work on paper, wanting handwriting, lassitude, laziness, carelessness, wrong flow of Mathematical work and failure to present balanced chemical equations in Chemistry. To mitigate it, there should be personal administration of complete exams and group exams. There should be intensive and extensive practice. Let them study marking schemes in an in-depth manner. Let them give every exam the seriousness it deserves.
- Gaps on Form 1 and 2 Content
This comes when Form Four candidates fail dismally to score marks in questions that test topics taught in Forms 1 and 2. This gap is sealed through cyclic reading of notes and quality quizzes. In case a Form Four candidate only grasps Form 1 and 2 work, s/he stands a chance to score a D+. Mastery of Forms 1 and 2 content can possibly attract a C (Plain). Mastery of Forms 1, 2 and 3 content can beckon a B- (Minus). From this trail of thought, it is clear like crystal that mastery of Form 4 work positions a Form Four candidate to scoop good grade A. I can assert: Comprehensive analysis of KCSE 2019 props up my proposition. It was 25 percent Form 1 work. 25 percent Form 2 work. 25 percent Form 3 work. 25 percent Form 4 work. Form Four candidates who grasped Form 1 and 2 work escaped the D+ and below mark. Unfortunately, some top achievers lost it, because they saw no need of focusing on Forms 1 and 2 work. They missed A’s.
- Gaps on Morale and Motivation
This manifests when we see low levels of targets set. Lack of commitment and character. Absence of sense. Low levels of discipline, dedication and devotion. Lack of self-drive and or poor data analysis. The teachers handling Form Four candidates should help them set and stick to targets. Schools should organise academic and career talks to inspire students to evince excellence.
In the sagacity of Solomon, we are reminded in Proverbs 12, “Whoever loves discipline loves knowledge …” Jim Rohn sagely said, “Discipline is the bridge between goals and accomplishments.” Form Four candidates should see sense in what John C. Maxwell writes in The 15 Invaluable Laws of Growth: “Motivation keeps us going, but discipline keeps us growing.”
By Victor Ochieng’
The writer rolls out academic talks and training services in schools.
vochieng.90@gmail.com. 0704420232
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