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Locus of Control and Self-Efficacy as Predictors of Academic Achievement among Form Four Students in Selected Secondary Schools in Meru County, Kenya
(2025-08) Kinoti, Vivian Kathambi
Academic achievement among Kenyan secondary school students is emphasized because it impacts students' personal and national development. However, low academic achievement has been an issue of concern. Despite the efforts made, this problem has continued to persist.This research aimed at exploring how psychological constructs, namely: Locus of Control (LOC) and Self Efficacy (SE), predict academic achievement among Form Four students in selected secondary schools in Meru County. The study objectives were: a) to ascertain whether there is a relationship between LOC and academic achievement of form four students in Meru County; b) to establish if there is a correlation between SE and students’ academic achievement; c) to determine the interaction effect of LOC and SE on predicting students’ academic achievement. The study was guided by the social learning theory by Bandura and the correlational research design was employed. The target population was 1435 Form Four students in 36 secondary schools. Stratified random sampling technique was used to select four secondary schools in Buuri Sub-County of Meru County. A total of 459 Form Four students were chosen through simple random sampling. Data were collected using SE scale developed by Chen et al. (2001) and LOC scale developed by Craig et al. (1984). A pilot study was conducted among 39 students to establish the validity and reliability of the research instruments. The instrument yielded a Cronbach's Alpha reliability coefficient of .86 for LOC scale and .82 for SE scale. Scores on academic achievement were obtained through document analysis by computing mean scores from three consecutive end-of-term examination grades for the year 2022. Quantitative data was analysed via descriptive statistics and inferential statistics through Pearson product moment correlation coefficient and multiple regression to establish relationships between variables at .05 alpha levels. Analyses were done using Statistical Package for Social Sciences (SPSS) version 29. The study revealed that there exists a weak, positive and significant correlation between students' external LOC and their academic achievement, r (397) = .38, p < .05. There is a strong, positive and significant correlation between students' internal LOC and their academic achievement, r (43) = .68, p < .05. Hence the results indicate that students’ academic achievement increases as both internal LOC and external locus of control increases. Further, there was a moderate positive and significant relationship between students’ SE and their academic achievement , r (440) = .47, p < .05. Thus, students with high levels of self-efficacy were found to perform better academically as compared to students with low levels self-efficacy. The findings further showed that jointly, LOC and SE positively and significantly predicted students’ academic achievement, F (3, 436) = 114.83, p < .05. The study concludes that psychological constructs; LOC and SE should be enhanced by setting clear, achievable academic goals to enable students to take charge of their educational journeys. The study recommends that teachers and parents should reinforce learners to enhance their LOC and SE to enhance their academic success. Further recommendation is for policymakers and curriculum developers to establish frameworks that promote LOC and supportive environments, empowering students to enhance their SE for better academic achievement.
Board Characteristics and Profitability of Tier III Commercial Banks in Kenya
(Kenyatta University, 2025-10) Muigai, Francis Ngugi
Tier III commercial banks in Kenya continue to experience persistent profitability challenges, reflected in their lower average Return on Assets compared to Tier I and II banks, despite their vital contribution to financial inclusion and economic growth. These challenges raise concerns about operational efficiency, governance effectiveness, and long-term sustainability. The study examined the influence of board characteristics on the profitability of Tier III commercial banks in Kenya, focusing on board independence, gender diversity, board size, audit committee effectiveness, and directors’ educational qualifications. The target population comprised all 23 Tier III commercial banks licensed by the Central Bank of Kenya between 2018 and 2023. Data was collected from the final reports for the period of the study. Various diagnostic tests were performed. The study was anchored in the Agency Theory, Resource Dependence theory, Organizational theory, Efficient Market Hypothesis, Human Capital Theory, and Stakeholder Theory. The study employed a quantitative research design using descriptive statistics, correlation, and multiple regression analysis. The study followed all the ethical considerations. Findings indicated that board independence, gender diversity audit committee effectiveness and educational qualifications had significant positive effects on profitability, while board size showed no significant influence. These results corroborate previous evidence that effective governance mechanisms enhance financial performance in smaller banks. Conclusions drawn per objective revealed that independent directors improve oversight and reduce managerial opportunism, gender-diverse boards strengthen ethical and strategic decision-making, and competent audit committees enhance financial transparency and compliance. Educational qualifications of directors also promote sound governance, while overly large boards may reduce efficiency. The study recommends that the Central Bank of Kenya strengthen enforcement of governance standards promoting board independence, diversity, and audit professionalism in Tier III banks. Further research should explore emerging determinants of profitability, including digital transformation, corporate social responsibility, and environmental, social, and governance practices, to extend understanding of governance-performance dynamics in Kenya’s small and medium-sized financial institutions.
Drivers of Bushmeat Poaching in Chyulu Hills National Park in Makueni County, Kenya
(Kenyatta University, 2025-10) Mbuthia, James Gichure
Bushmeat poaching through snaring remains one of the most pressing conservation challenges in Kenya, particularly in protected areas like Chyulu Hills National Park in Makueni County. This illegal activity threatens biodiversity, disrupts ecosystems, and undermines conservation efforts. While previous studies have documented poaching trends, there remains a critical knowledge gap regarding the specific community-level factors driving this practice in Chyulu Hills. This study therefore seeks to comprehensively evaluate the socio-economic, cultural, and institutional factors influencing bushmeat poaching in this important ecosystem. The study employs a robust mixed-methods research design to achieve three specific objectives: (1) assessing the current extent of bushmeat poaching, (2) examining the socio-economic factors influencing poaching activities, and (3) analyzing the effectiveness of existing anti-poaching regulations. Using random sampling techniques, the study engaged 100 respondents comprising local community members, conservation practitioners, and park management officials. Data collection incorporated both quantitative methods (semi-structured questionnaires) and qualitative approaches (in-depth interviews with key informants). For data analysis, the study utilized MS Excel and SPSS version 25.0, applying appropriate statistical techniques for each objective: descriptive statistics to quantify poaching prevalence, Multiple Logistic Regression Analysis to identify significant socio-economic predictors, and Chi-Square tests to evaluate regulatory effectiveness. Qualitative data underwent rigorous thematic analysis to extract nuanced insights about cultural dimensions and enforcement challenges. Preliminary findings indicate that bushmeat poaching remains widespread, with particular impacts on medium to large mammal species. The analysis reveals complex interactions between livelihood needs, cultural practices, and governance gaps that collectively sustain poaching activities. The study also identifies critical weaknesses in current enforcement regimes and suggests potential policy interventions. These results make significant contributions to both academic discourse and practical conservation management. The findings will inform the development of targeted, evidence-based strategies to address bushmeat poaching in Chyulu Hills National Park. Moreover, the methodological framework offers a replicable model for similar studies in other protected areas facing comparable challenges. Therefore, through the recommendation of the study, there will be enhanced community engagement, diversified livelihoods, and strengthened enforcement through education, economic alternatives, and collaborative governance to reduce bushmeat poaching in Chyulu Hills sustainably.
Management of resources and its influence on Development among learners in public early childhood Education centers in Nakuru County, Kenya
(Kenyatta University, 2025-08) Cheptoo, Cynthia
Countries around the world have realized the significance of early years and is why much efforts have been directed to the early childhood education. The Sustainable Development Goal 4.2.2 envisages that by 2030, all boys and girls should have access to quality, relevant and equitable early childhood education. However, most studies have revealed that public preschools still manifest a challenge of proper management and utilization of resources. This research study aimed at assessing the management of resources and its influence on development among learners in public early childhood centers of Kuresoi South, Nakuru County. The research was guided by the following objectives: To establish the management of physical facilities and its influence on development among learners in public ECDE centers; To establish the management of instructional materials and its influence on development among learners in public ECDE centers; To determine the management of play equipment and its influence on development among learners in public ECDE centers; To establish the management of teachers and its influence on development among learners in public ECDE centers. The study was guided by the Team Interaction Process theory of 1964.The study utilized the concurrent mixed method research design. The target population for the study was 170 public centers, 170 head teachers and 340 teachers. The study sampled 17 schools through simple random sampling and a sample size of 17 head teachers through simple random sampling and 34 teachers through purposive sampling. Questionnaires and observation checklists were used for data collection. Validity of the tools was assessed through face and content validity while reliability tested through internal consistency using the Cronbach’s alpha. Piloting was conducted in two schools. Quantitative data was analyzed using descriptive statistics such as the frequencies and percentages and output presented in form of tables and figures. Qualitative data was analyzed via content analysis and presented thematically in form of narratives. The findings on management of physical facilities showed that age appropriate, safe and adequate classroom and sanitation facilities supported cognitive, social and emotional wellbeing of a child. The findings on instructional resources illustrated that provision of enough curriculum materials supported intellectual development of a child. The findings on provision of play materials showed that investing in play equipment greatly influenced development of social and gross motor skills. The findings on teacher management indicated that proper remuneration and good working conditions led to job satisfaction among teachers. The research study recommended the need for constant supervision of the existing physical facilities, the importance of secured funding for ECDE schools to enable purchase of instructional and play resources and the need to have a clear policy on teacher recruitment and remuneration.
Policy Implementation and Information Communication Technology Integration in Technical and Vocational Training Institutions in Homabay County, Kenya
(Kenyatta University, 2025-11) Ojala, Florence Akinyi
The world is rapidly adopting Information and Communication Technology (ICT), and as it is now a basic element of high-quality education, ICT must be incorporated into education and training. This study looked into the policy implementation challenges concerning ICT integration in Homa Bay County. Through the governments, countries implement ICT policies aimed at achieving the high standard of education required for global competitiveness, the ICT policy in the education ministry has not been fully implemented in Homa Bay County's training institutions, particularly in the study's focus area of TVETs. This reduces the quality of education and training and subsequently the employability possibilities of the trainees in the aforementioned location by causing learning gaps between them and their peers in other places. Policy implementation was the study’s independent variable, constituting, institutional capacity, stakeholder engagement, ICT resource and infrastructure and monitoring and evaluation and were the study's goals. Integration of ICT in training and education was the study's dependent variable. Three theoretical frameworks—the Top-Down Approach, Street-Level Bureaucracy, and Stakeholder Management theories—shedding light on the hitches and procedures of implementing policies were the foundation of this study in line with the study’s goals. The study used a mixed method approach for a population of 15085 drawn from the aforementioned institutions in Homa Bay County with a sample of 384 respondents employing a multistage sampling technique. Piloting was carried out in Kiambu County constituting 16 respondents. Closed- ended questionnaires and semi structured interviews were utilized to gather data, and SPSS was used to display and analyze the data using descriptive analysis. The study established that although ICT policies exist, implementation remains haphazard due to insufficient institutional capacity, poor stakeholder coordination, inadequate ICT infrastructure, and poor monitoring mechanisms. However, the adoption of ICT was highest at institutions, where leadership was powerful, training was structured and stakeholders were involved. The study then recommends from these results that institutional capacity can be fortified with continuous ICT training, collaborating with the stakeholders positively, investment in accessible infrastructure such as purposed internet connectivity, and laying down effective monitoring and evaluation frameworks. Sustainability requires that the government also strengthens its partnerships with the Non-Governmental Organizations and the private sector. The result further gives useful information to the policymakers, educators, and stakeholders who wish to build a more digitally inclusive and effective learning environment throughout the educational institutions in the region.