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Kenyatta University Institutional Repository is a digital archive that collects, preserves and disseminates scholarly outputs of the Institution
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Study Time Management as a Predictor of Academic Achievement of Secondary School Students in Mombasa County, Kenya Rehema
(Open Access Library Journal, 2025-12) Yaki, Nthenya; Kigen, Edward; Mutweleli, Samuel Mutua
The central problem of this study is academic underachievement of second ary school students over the years. Schools in Kenya, especially in Mombasa
County are facing a big problem of poor quality grades which may be at tributed to students’ spending minimal time on school activities and giving
up easily when faced with difficulties. Poor quality grades have been consist ently realized due to students’ inability to identify with academics and failure
to connect current school performance to future outcomes. Therefore, the
study sought to find out the extent to which study time management predicts
academic achievement of secondary school students. The Future-Oriented
Motivation and Self-Regulation Theory was used to explain the study. This
study used an ex post facto design. Purposive, stratified and simple random
sampling were employed. Nine schools were purposively selected from a pop ulation of 49 public secondary schools from which a total of 542 students
were selected in Mombasa County. Document analysis and self-report ques tionnaires were used. The questionnaire comprised the following scales: As sessment of Time Management Scale was used to measure study time man agement; identification with academics was measured using the identifica tion with academics Scale and Students’ academic achievement was measured
using examination records obtained from school. Data was analysed using
quantitative approach. Study time management significantly and positively
predicted achievement. Findings help to inform policy makers, teachers, par ents, and students on the importance of valuing academics for optimal aca demic achievement
Moderating Influence of Teacher Efficacy on Individual and Organizational Determinants of Job Satisfaction among Primary School Teachers in Coast Province, Kenya
(Global Institute of Research and Education, 2014-08) Otanga, Habil; Yaki, Rehema
This study explored the extent to which demographic, policy, student and community-related factors influence
teachers' job satisfaction and the extent to which teacher efficacy moderates the relationship. The study was conducted
among a sample of 123 primary school teachers in Mombasa. A researcher-developed self-report questionnaire was
administered. Descriptive statistics in the form of percentages, means and frequencies were used for analysis and
presentation. In addition T-test and multiple regression analysis was used to predict relationships between variables.
Demographic variables only influenced job satisfaction when interacting with teacher efficacy. Policy, student and
community-related factors were strong predictors of teacher job satisfaction. It was recommended that deliberate
measures be put in place to improve teacher efficacy, improvements in policies for teachers and positive community
involvement in their children's education
Perceived Instrumentality as a Predictor of Academic Achievement of Secondary School Students in Mombasa County, Kenya
(International Journal of Psychology and Behavioral Sciences, 2025-11) Yaki, Rehema Nthenya; Kigen, Edward M.; Mutweleli, Samuel M.
The central problem of this study is academic underachievement of secondary school students over the years.
Schools in Kenya, especially in Mombasa County are facing a big problem of poor quality grades which may be attributed
to students’ failure to see the importance of current studying and its link to attainment of future aspirations. As a result,
students are spending minimal time on school activities and giving up easily when faced with difficulties. The increased
emphasis on academics by educators and parents has not resulted in increased effort in studying among students in
Mombasa County. Poor quality grades have been consistently realized due to students’ inability to identify with academics
and failure to connect current school performance to future outcomes. Therefore, the study sought to find out the extent to
which perceived instrumentality predicts academic achievement of secondary school students. Academic self-esteem was
hypothesised to mediate the relationship. The Future-Oriented Motivation and Self-regulation Theory was used to explain
the study. This study used an ex post facto design. Purposive, stratified and simple random sampling were employed. Nine
schools were purposively selected from a population of 49 public secondary schools from which a total of 542 students
were selected in Mombasa County. Document analysis, self-report questionnaires was used. The questionnaire comprised
the following scales: Approaches to Learning Survey to measure students’ perceived instrumentality; State Self-esteem
Scale to measure students’ academic self-esteem. Students’ academic achievement was measured using examination
records obtained from school. Data was analysed using quantitative approach. Instrumentality significantly and positively
predicted achievement. Academic self-esteem mediated the relationship between grit and achievement. Findings help to
inform policy makers, teachers, parents, and students on the importance of valuing academics for optimal academic
achievement
The Influence of Institutional Resources on Doctorate Degree Enrolment and Completion Rates in Selected Public Universities Kenya
(International Journal of Learning and Development, 2023-10) Motanya, Jared Ochwangi; Nyambura, Salome; Gathara, Peter Mugo
Doctorates are fundamental pivot towards facilitating the social and economic transformation
of a nation. Nevertheless, research on doctorate education point out that most candidates in
Kenyan public universities spend lengthy period of time to earn their doctorate degrees.
Furthermore, data of those enrolling in selected Kenyan public universities demonstrate that
less students enroll for doctorate programmes in contrast with those who register for Master
and Bachelors’ programmes. Institutional resources have been cited as a critical ingredient
toward enhanced students’ enrolment into doctorate programmes. The purpose of this paper
was, therefore, to establish the influence of institutional resources on doctorate degree
enrolment and completion rates from selected Kenyan public universities. The study sought to
analyse institutional resources influence on doctorate degree programmes enrolment and
completion rates from selected public universities in Kenya for the last fifteen years. The study
employed the mixed methods research design. Data was collected from four purposively
sampled universities using questionnaires, analysis of documents (on enrolment, completion
and staff enrolments) and interview schedules. Qualitative data was coded and then
thematically analysed guided by the study objectives while quantitative data was analysed
using percentages and graphs. The study revealed that institutional resources influence
enrolment and completion rates at doctorate level. Availability of qualified and sufficient
academic staff, funding, mentorship programmes, well equipped libraries, reliable internet
connections and ambient social environment to be critical in determining where one enrolls for
a doctorate programme and how long it will take to complete. The study furthermore
established that between 2003 and 2017, there was low doctorate programmes enrolment and
completion rates at the selected public Universities Kenya. This was demonstrated from trends
in the numbers of those who enrolled and those who graduated. The trends revealed that more
males than females enrolled and completed their studies with the highest being between 2008
and 2013. The findings of this research would be resourceful to university policy makers,
administrators and lecturers to improve on institutional policy framework with regard to
institutional resources which could be used to enhance doctorate programme enrolment and
completion in Kenyan public universities.
Students’ Achievement Motivation as a Correlate of English Language Performance among Form Three Students in Embu County, Kenya
(International Journal of Social Science and Humanities Research, 2025-04) Mugane, Mary Calmen; Wang’eri, Tabitha; Mutweleli, Samuel
English language is an essential subject in the Kenya school syllabus as it is the standard language of
instruction in most subjects in the school curriculum. This study was driven by the issue of insignificant
performances among students. Its aim was to investigate students' success motivation as correlates of English
language performance. The focus was specifically on form three students in Embu County, Kenya. The objective
was to find out the relationship between students’ achievement motivation and English language performance. This
research was anchored in the achievement motivation theory by McClelland and Atkinson (1958) and a correlational
research design was used. The study targeted form three students who were to sit for their KCSE examination in
2021, from a total of 50,675 students in 189 public schools within the county. In the first stage, the study employed
simple random and stratified sampling to select 17 schools out of the 189 public secondary schools in Embu County
and the study used Sadven’s SP Profile (1975) in data collection. A preliminary pilot study was conducted on 26
students, a sample similar to the study's sample to determine the viability and reliability of the study instruments.
The study found that students with high achievement motivation studied regularly and had good language skills,
resulting in good performance in English. The findings also showed that male and female students differed
significantly in achievement motivation. The main recommendation was that students with high achievement
motivation should study regularly and productively, taking every opportunity to perfect their language skills to
enhance good performance in English