Influence of Examination Setting Practices on the Academic Performance of Public Secondary School in Hargeisa Region, Somaliland

Renson Evayo, Mary Mugwe Chui & Josephine Kirimi
School of Education, Mount Kenya University, Kenya
Email: rensonevayo@gmail.com

Abstract: Hargeisa region in Somaliland has students’ performance at subpar, with low grades reported in national examinations. According to a report by the Somaliland Ministry of Education (2019), out of 8,787 students who took the National Form Four examination, 37% obtained low grades ranging from D+ to E. Furthermore, poor performance was evident in mathematics and science, with no region achieving an average of 35% in math for high school students. Despite these observations, there has been a lack of research examining the relationship between national examination management and students’ academic performance. Thus, the study was guided by a research question; What is the influence of examination setting practices on the academic performance of public secondary school in Hargeisa region, Somaliland? The study was guided by the Self-Determination Theory (SDT) and the self-determination theory. The study employed an explanatory sequential research design with a sample of 52 consisting of 5 principals, 45 teachers, 1 Examination Officer and 1 Sub-Region Director of Education. The study employed questionnaires and an interview guide to collect data. The study found a moderate positive level of relationship between examination setting practices and academic performance (r=.622). The study found that examination distribution practices influence the academic performance of public secondary schools in Hargeisa region, Somaliland. This was through examinations dispatch and distribution of examinations. The study recommends that school principals in public secondary schools in Hargeisa, Somaliland, employ positive examination setting practices to motivate the candidates towards academic performance.