Relationship Between Perceived Competence And Academic Achievement Among Form Three Students In Kiambu County, Kenya
Ng’ang’a, Maria Wacera
Dinga, Jotham N.
Mwaura, Peter A. M.
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Poor academic achievement has been experienced in Kiambu County, despite government interventions and education being an important sector in individual and national development. Most researchers attribute this to socio-cultural and classroom environmental factors with little done to explain personal factors which may contribute towards students’ academic achievement. The study was designed to determine the relationships among students perceived competence and academic achievement in Kiambu County. The study was guided by intelligence theory. The research adopted mixed methods sequential explanatory design. The targeted population was all year 2017 Form Three students in Kiambu County. Purposive sampling was used to select Gatundu South Sub-county. Using stratified random sampling 12 schools were selected. Through proportionate stratified sampling schools were selected. Simple random sampling was used to select 665 participants. Perceived competence scales were adopted and used to measure perceived competence. Academic achievement was inferred from students’ examination grades obtained from school records. The quantitative data was analyzed using SPPS version 21. Qualitative data was analyzed thematically. Data collected was analyzed using both descriptive and inferential statistics. The two sub-scales of perceived competence were found to be negatively correlated to academic achievement. The highest relation was found between entity perceived competence r (414) = - .192 p <.01). To determine a prediction model multiple regression analysis was used. Overall, the findings support the need for alternative methods of evaluating students’ competencies.