EMPIRICAL ANALYSIS OF AGE AND GENDER AS PREDICTORS OF PERFORMANCE IN EXAMINATION AMONG ADULT LEARNERS
Abstract
Kenyan Government is committed to continuous training of public officers, while age and gender are universal phenomena, both have been highlighted as vital predictors of success in academics, however with ambivalent and controversial empirical reports on the relationship between age, gender and academic performance, it remains unclear whether these predictors are associated with examination performance among adult learners. The study utilized data from 350 Kenyan public officers senior management course examination results obtained from Kenya School of Government; computed examination results and records showing trainees age, gender and final cumulative examination scores was used. Regression analysis was utilized to establish the relationship between variables and develop predictive model, while Moderated Multiple Regression was utilized to determine the moderating effect of the predictors. One-way Analysis of Variance (ANOVA) was used to determine statistical significance between group mean; while F-test was used to determine variance within the samples as well as testing the hypothesis for population mean and t-test was used to test significance of difference. Results indicate that age and gender independently has significant influence on examination performance among adult learners (P-value .000 = 0.05, 95% CI). However when the two predictors are subjected simultaneously, age but gender has significant influence on examination performance (p-value .050=0.05, 95% CI). Results also indicate that age but gender has significant moderating effect on examination performance. Based on the findings, the researchers conclude that independently, age and gender influences examination performance among adult learners. However age unlike gender has significant influence when the two predictors are simultaneously considered. It is also concluded that age but gender has a significant moderating effect on examination performance among adult learners. Based on the findings and conclusion of the study, the researchers recommend, among others, that, the ministry of Public Service, among other government departments continue to make it mandatory for officers entering senior management in the civil service to take SMC programme, appointment for such course should be based of employees/trainees age.
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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2488
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