The Kenyan education system has seen a significant rise in the use of revision books over the past few decades. These books, marketed with catchy titles and glossy covers, have become a staple for students preparing for national exams, especially the Kenya Certificate of Secondary Education (KCSE).
While revision materials are, in theory, meant to aid students in mastering subjects, the reality in Kenya points to a troubling trend. Many of these books are commercial ventures, prioritizing profit over pedagogy, thus compromising the quality of learning and fostering a superficial understanding of concepts.
Revision books in Kenya are largely driven by profit motives. Many publishers and authors see them as a lucrative venture, given the high demand among anxious students and parents eager for good exam results. The names of these books are often flashy, designed to appeal to students and teachers alike, with claims of having “predicted” previous national exams. Such marketing strategies reinforce a focus on short-term gains – passing exams – rather than fostering a genuine understanding of the subject matter.
The commercial approach taken by the authors often leads to an over-simplification of concepts. Instead of offering in-depth explanations, revision books tend to condense large topics into bite-sized answers, usually formatted as question-and-answer sections. This style appeals to students who are under pressure to perform in the national exams, but it discourages deep learning and critical thinking. The focus on exams is so overwhelming that the books often fail to provide contextual understanding, limiting a student’s ability to apply knowledge outside the exam room.
The proliferation of revision books with an exam-oriented approach promotes cramming, a practice where students memorize information just long enough to reproduce it during the exams. While this might yield short-term results, it undermines the long-term retention of knowledge and the development of critical skills that students need in higher education and life beyond school.
In education, understanding a concept involves more than just knowing the correct answer to a question. It requires engaging with the underlying principles, reasoning through problems, and applying knowledge in various contexts. Unfortunately, revision books, with their question-and-answer format, encourage students to memorize model answers rather than understand how to approach problems critically.
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For instance, in mathematics, instead of walking students through the logic and steps required to solve a problem, many revision books simply present the solution. While this saves time, it robs students of the opportunity to develop problem-solving skills and understand the reasoning behind the steps. The same happens in subjects like biology or history, where revision books often provide bullet-pointed facts rather than fostering a narrative or a discussion around the subject matter.
One of the most concerning impacts of over-reliance on revision books is the erosion of critical thinking among students. A well-rounded education system is supposed to produce thinkers, innovators, and problem solvers, but when students are fed pre-prepared answers, they lose the ability to question, analyze, and synthesize information.
Kenyan schools have traditionally valued rote learning, but the shift towards revision book culture has worsened this issue. The books often narrow down content to what is “likely” to appear in the exams, causing students to ignore large sections of the syllabus that are deemed less examinable. This not only limits the scope of learning but also discourages intellectual curiosity, as students begin to see learning merely as a means to pass exams rather than as a lifelong process of discovery and growth.
Many revision books claim to have accurately predicted past KCSE exams, an assertion that further feeds the exam-oriented mentality among students and teachers. The notion of “predicted exams” creates a dangerous precedent where students believe that they only need to study certain areas to succeed. This leads to a skewed understanding of the curriculum, where students focus only on the topics that are likely to appear in the exams, neglecting the holistic development of knowledge and skills.
Moreover, these misleading promises create an unhealthy reliance on specific revision materials. When students prioritize these “prediction books” over textbooks and other learning resources, they miss out on the comprehensive learning that the curriculum intends. This reliance also breeds complacency, as students may spend less time engaging with their teachers or participating in class discussions, believing that the revision books will give them everything they need to pass.
The overuse of revision books also undermines the efforts of teachers who strive to provide a more nuanced and in-depth understanding of subjects. Teachers spend a significant amount of time breaking down complex topics, yet students who rely heavily on revision books tend to ignore these efforts, opting instead for the convenience of condensed answers. This not only frustrates teachers but also diminishes the value of classroom interaction, where students should be encouraged to ask questions and explore concepts.
Furthermore, the heavy emphasis on revision books sends a message to students that the teacher’s input is secondary to what the revision book offers. It contributes to a disconnect between the classroom and the student’s private study time, as students begin to see the textbook or teacher as less relevant to their exam success compared to the revision material.
In conclusion, while revision books may have their place in the educational landscape, their current use in Kenya is contributing to the erosion of quality learning. The exam-oriented approach, combined with commercialization and the promise of “predicted exams,” fosters a shallow understanding of subjects and encourages cramming over critical thinking. As a result, students are ill-prepared for the intellectual challenges of higher education and the world beyond exams. It is crucial for educators, policymakers, and parents to re-evaluate the role of revision books and promote learning strategies that prioritize deep understanding and intellectual growth over mere exam success.
By Kamomonti wa Kiambati
Kiambati teaches English and Literature in Gatundu North Sub-county.
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