In case you want to kill a snake, they say you, you hit the head hard. Whereas when you want to confirm its death, you touch the tail. Then, the tail is also the point of poison. So, I decided to drag the analogy into this writ to convince your conscience. I equate any Form Four class preparing to sit and write the KCSE to an organism. With the head, body and tail.
In best academic practices, after serving a major exam in Form Four, teachers engage in a serious analysis of performance. Indeed, in-depth analysis revolves around class and subject means, deviations (positive or negative), weaknesses or strengths of students, and learning gaps. Majorly, there is the meticulous analysis of the grades distribution — head, body and tail.
So, a school can categorise Form Four candidates who can score B+ (plus), A- (minus) and A (plain) as the head. Then, those scoring C (plain), C+ (plus) and B- (minus) as the body. Then, those scoring E, D- (minus), D (plain), D+ (plus) and C- (minus) as the tail. This careful clustering of Form Four candidates is not done to balkanise or profile them as being bright or dunderheads per se. For proponents of Labelling Theory in Sociology of Education caution educators to avoid that wrong route. So, schools must always remain objective when handling Form Four candidates. For any strategy that is not well-thought-out finally flops, making schools fail and fall flat.
Actually, the idea here of analysing academic performance of Form Four candidates abuts on Differentiated Learning or Instruction, a stupendous strategy where teachers adjust and adapt teaching methods, materials, models and activities — in meeting different needs, abilities and learning styles — of students in the classroom. It recognises that learners are wired differently. This is the real reason: ability grouping — general, subject-based, parenting or family units and pairing of students — is one of the best academic practices top schools employ upon completion of the syllabus. In the great management of Form Four candidates, several secondary schools make a projection of completing the syllabus in mid-May. Or even earlier.
Strategies for Fattening the Head in the Candidate Class
Indeed, there are Form Four candidates endowed with admirable brilliance who can score straight A’s in KCSE. Hence, entice beautiful benefits that follow nonpareil performance. Such as the ability to pursue highly coveted courses. Or accessing merit-based scholarships available for grabs, based in Kenya and beyond. Lending credence to the wise words of John Fitzgerald Kennedy: “Success has many fathers, but failure is an orphan.”
Withal, every school, be it a decimal day school, top-tier national school or high-end private school, has top achievers with the wherewithal to show their shine and sheen in KCSE. I mean, veritable academic giants we bet can get the best grades in KCSE. Make their schools the talk of the town. Teachers should identify such students who are as sharp as shining shafts of sunlight. Inspire and empower them to go for the big prize. How? By making them know: No price, no prize.
Ideally, push them to work for straight A’s in all the subjects. Constitute an academic village for top achievers. Introduce interesting initiatives such as Principal’s tea, where the cream of the crop in the candidate meet-greet-interact with the Principal by sipping tea together. As they are reminded to score more. Encourage them to engage in peer teaching. For we dote on Yogi Bhajan’s quote: “If you want to learn something, read about it. If you want to understand something, write about it. If you want to master something, teach it.”
Additionally, we can fatten the head in the candidate class when we encourage top achievers to engage in self-assessment on a daily basis. Let them overcome stupid pride and chutzpah. For it’s what made the Titanic Ship sink in 1912. Then, remind them to consult a lot. For teachers and books remain the main sources of knowledge. Make them know, sometimes, success breeds comfort and complacency. More so, when candidates forget: Nothing succeeds like success. Meaning, one form of success should produce more success. Top achievers should fill or seal learning gaps. As well as master the art of exams. Above all, discipline and diligence should take preeminence. There should be consistency in character.
Strategies for Cutting the Tail in the Candidate Class
Conversely, in every candidate class in the KCSE, there are students struggling to get it right. There are students struggling in all subjects. There are students struggling to access success in some specific subjects. Being that the Entry Behaviour influences the Exit Behaviour, meta-analysis says, Sub-county and County schools have more struggling students. Extra-county, national and high-end private schools with high enrollment are also concerned about the size of the tail because of the game of mean scores and recognition target. Principals and teachers should be concerned about the grade of every Form Four candidate because they have a collective target to hit. Schools cut or reduce the size of the tail by assisting struggling students to access success. How do they do it?
READ ALSO: KUCCPS: Parental, peer pressure hindering independent career choices among 2025 KCSE candidates
Ideally, struggling students are weak and sick academically. So, they should be propped up. With robust support, they can rise and shine. Hence, access success. These kinds of learners do not need discouragement. In lieu, they need constant encouragement on how to improve their performance through the Kaizen Principle of Continuous Improvement. Pair them with top achievers: to assist them in conquering the attitude of finitude, defeat and despair. Direct them to revisit content in lower forms (1 and 2). Let them identify simple areas where they can score more. Train them in the art of exams. More so, on the Table of Specification (“a-must-come-areas). Encourage them to consult a lot. Assist them in setting realistic targets. Focus on affirmative action in problematic areas. Focus more on remedial by teaching and testing topics they are finding problematic, areas pointed out in KNEC reports and data mined from exam analysis.
By Victor Ochieng’
Victor Ochieng’ rolls out academic and career talks in schools. vochieng.90@gmail.com. 0704420232
You can also follow our social media pages on Twitter: Education News KE and Facebook: Education News Newspaper for timely updates.
>>> Click here to stay up-to-date with trending regional stories
>>> Click here to read more informed opinions on the country’s education landscape
>>> Click here to stay ahead with the latest national news.
