American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2016, 4(14), 1030-1040
DOI: 10.12691/education-4-14-8
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A Hierarchical Linear Modelling of Teacher Effects on Academic Achievement in the Kenya Certificate of Primary Education Examination

Epari Ejakait1, , Maureen Olel2, Lucas Othuon3 and Ochanda Khasenye4

1Department of Educational Planning and Management, Masinde Muliro University of Science and Technology, Kakamega, Kenya

2Department of Educational Management and Foundations, Maseno University, Private Bag, Maseno, Kenya

3Department of Educational Psychology, Maseno University, Private Bag, Maseno, Kenya

4Department of Environment and Health Sciences, Technical University of Mombasa, P.O Box 90420-80100, GPO, Mombasa, Kenya

Pub. Date: September 02, 2016

Cite this paper:
Epari Ejakait, Maureen Olel, Lucas Othuon and Ochanda Khasenye. A Hierarchical Linear Modelling of Teacher Effects on Academic Achievement in the Kenya Certificate of Primary Education Examination. American Journal of Educational Research. 2016; 4(14):1030-1040. doi: 10.12691/education-4-14-8


The past five decades have seen rapid expansion in academic achievement surveys with mixed findings and interpretation. Utilizing the education production function models, the surveys sought to test whether school or teacher-level variables explain academic achievement variance to a greater extent than student-level variables. Within this framework, we modelled teacher-level predictors of academic achievement in the Kenya Certificate of Primary Education (KCPE) examination in Mumias and Kuria East Sub-Counties in Kenya. Using a three-level hierarchical linear model (with 1824 students at Level-1 nested within 305 teachers at Level-2 who were themselves nested within 61 schools at Level-3), the results suggest that adjusting for Level-1 and Level-3 covariates, teacher age, the number of short in-service courses attended by the teachers in their respective subject areas and the number of formal written tests in those respective academic subjects have statistically significant effect on student academic achievement in the Kenya Certificate of Primary Education Examination. Policy implications of these findings are discussed.

teacher-level predictors hierarchical linear modelling Kenya Certificate of Primary Education Examination Mumias Sub-County Kuria East Sub-County Kenya

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