Browsing by Author "Ireri, Anthony Muriithi"

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    Academic Identity Status and Achievement Goal Orientation as Predictors of Academic Achievement among Form Three Students in Embu County, Kenya
    (Kenyatta University, 2015-11) Ireri, Anthony Muriithi
    Over the last three years (2012 to 2014), the candidature for Kenya Certificate of Secondary Education has been increasing but the national pass rate has consistently been low. Low pass rates limit the nation's progress towards attaining the universal goals of education. Although studies have associated low pass rates with risks presented by contextual and psychological factors, there is a dearth of local studies on how students' academic identity and achievement goals predict academic achievement. The purpose of this study was to determine whether academic identity status and achievement goal orientation predict academic achievement among secondary school students in Kenya. Specifically, the relationships among academic identity status, achievement goal orientation, and academic achievement were examined. Sex differences and the prediction equation were also established. Framed upon the identity status theory and the 3 x 2 model of achievement goal orientation, the study adopted an explanatory sequential mixed methods design. The study targeted all year 2015 form three students in Embu County. Purposive, stratified proportionate, and simple random sampling procedures were used. 390 students were selected from 10 public secondary schools in Mbeere South Sub County. Quantitative data were collected through adapted Academic Identity Measure and Achievement Goal Orientation Questionnaire. To crosscheck the quantitative data, interviews were conducted with 40 participants purposively selected from those who filled the questionnaire. Academic achievement was inferred from students' examination grades. A pilot study involving 40 students established and enhanced the psychometric properties of the study instruments. Quantitative data were analysed using Pearson's Product Moment Correlation Coefficient, multiple regression, and independent samples t-test. Qualitative data were analysed thematically. A major finding was that achieved academic identity status was the only academic identity status that correlated positively and significantly with academic achievement (r (383) =.38, p < .05). There was a significant positive correlation between approach achievement goal orientation and academic achievement (r (383) = .20, p < .05). A significant negative correlation was found between avoidance achievement goal orientation and academic achievement (r (383) = -.15, p < .05). Boys had significantly higher scores in foreclosed academic identity status (I (383) = 2.21, p < .05) while girls had significantly higher scores in approach achievement goal orientation (I (383) = -.56, P < .05). The equation for predicting academic achievement from academic identity status and achievement goal orientation was significant (F (3, 381) = 26.73, p < .05). Achieved academic identity status had the highest significant predictive value on academic achievement compared to avoidance and approach achievement goal orientation. In the exploratory analysis, age and school type had significant main effects in the prediction model. A path analysis established that achievement goal orientation mediated the relationship between academic identity status and academic achievement. The study recommended that parents and teachers should create conducive environments for the development of achieved academic identity status and approach goal orientations. Specifically, schools should have interventions to help students attain achieved academic identity status since it is the most facilitative identity in predicting academic achievement
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    Grit as a Predictor of Chemistry Achievement among Secondary School Students in Kenya
    (International Journal of Social Science and Human Research, 2024) Nyasimi, Ezra; Ireri, Anthony Muriithi; Oluoch, James Ndege
    This research was carried out to examine grit as a predictor of chemistry achievement among secondary school students in Kenya. The study was anchored on grit theory developed by Duckworth. The researcher used a correlational research design to establish the relationship between study variables. The target population for the study was 3,320 form three chemistry students in 27 public secondary schools in Etago Sub-County in the year 2023. In this study a sample size of 446 participants were selected from the population using simple random sampling, stratified and purposive sampling. A pilot study involving 30 students from one of the schools within the Sub-County was conducted to refine the reliability and validity of the research instruments. Data were collected using questionnaires and chemistry pro forma forms and then analyzed using the Statistical Package for Social Science (SPSS version 25). The results indicated a significant positive correlation between grit and chemistry achievement, r (433) = .65, p< .05. The study found no statistically significant gender differences in grit in relation to chemistry achievement t (433) = - .39, p = .70. Grit significantly predicted chemistry achievement, F (2,433) = 133.96, p < .05 and its moderation with gender accounted for 5% variance in chemistry achievement. Study recommends that chemistry teachers should enhance effective teaching aids to boost the interest and perseverance (grit) of students during chemistry learning for better achievement in the subject.
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    Identity Development as a Predictor of Academic Engagement among Undergraduate Students in Kenya
    (IOSR Journal of Research & Method in Education, 2023) Kositany, Conrad; Ireri, Anthony Muriithi; Wangeri, Tabitha
    Academic engagement is a major aspect of education at all levels. University education aims at empowering students with growth experiences, knowledge, skills, and education. However, low academic engagement in academic tasks affect the achievement of this goal. Identity development is a major developmental task through adolescence to adulthood and it is crucial to understand the association between identity development and academic engagement. The current study aimed at determining the predictive weight of dimensions of identity development on academic engagement among undergraduate students in Kenya. Characteristics among university students in Kenya that suggest low academic engagement included; missing classes, poor preparation for examinations, engaging in unhealthy lifestyles, engaging in substance use, low academic performance, delayed graduation and dropping out of university. The study used the Five-dimensional Model of Identity Formation and predictive correlational research design. A sample of 415 students from public universities in Kenya were selected using multistage sampling – purposive, simple random and stratified sampling. Quantitative data were collected using Dimensions of Identity Development scale. Data were analysed using SPSS (v.24). Data were entered, coded and analysed using Pearson’s product moment correlation coefficient and multiple regression analysis. Identity development had a positive statistically significant prediction on academic engagement (r (413) = .39, p < .05). A multiple regression analysis further revealed that Dimensions of identity development significantly predicted Academic engagement, (F (1,413) = 74.95, p < .05) which indicates that Dimensions of identity development can play a significant role in shaping Academic engagement (β = .51, p < .05). The study concluded that an increase in the identity development variable was associated with an increase in academic engagement. The study findings led to the recommendation that, all the stakeholders should promote identity development among the university students so as to increase academic engagement and consequently academic success.
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    In Vivo Cognitive-Enhancing, Ex Vivo Malondialdehyde- Lowering Activities and Phytochemical Profiles of Aqueous and Methanolic Stem Bark Extracts of Piliostigma thonningii (Schum.)
    (Hindawi, 2020) Gervason, Apiri Moriasi; Ireri, Anthony Muriithi; Ngugi, Mathew Piero
    Cognitive impairment (CI) is among the leading causes of disability in humans. It is estimated that over 35.6 million people are suffering from Alzheimer’s disease- (AD-) associated cognitive deficits globally with these statistics projected to rise over 115.4 million by the year 2050. There is no specific etiology for this cognitive impairment; however, various contributing factors including advancing age (>60 years old), oxidative stress, cerebral injuries, infections, neurologic disorders, and cancer have been implicated. Despite various attempts to manage CI, no curative medicines are yet available. The current drugs used to manage symptoms of AD-associated CI including Donepezil and Rivastigmine among others are only palliative rather than therapeutic. Furthermore, these agents have been associated with undesirable side effects. This calls for alternative and complementary approaches aimed at either preventing or reverting AD-related CI in a curative way without causing adverse events. It is estimated that over 80% of the world’s population utilize herbal medicines for basic healthcare as it is considered safe, affordable, and easily accessible as opposed to conventional healthcare. Various parts of P. thonningii are used in traditional medicine to manage various conditions including CI. However, empirical and scientific data to validate these uses is lacking. In this study, the Morris water maze (MWM) experiment was adopted to evaluate the cognitive-enhancing effects of the studied plant extracts. The malondialdehyde (MDA) profiles in the brains of experimental mice were determined using the thiobarbituric acid reactive substances (TBARS) test. Moreover, qualitative phytochemical profiling of the studied plant extracts was performed using standard procedures. The results showed remarkable cognitive-enhancing activities which were reflected in significantly shorter transfer latencies, navigation distances, longer time spent in platform quadrant, and lower MDA levels compared with those recorded for the negative control mice (p < 0:05). Phytochemical screening of the studied plant extracts revealed the presence of antioxidant phytocompounds, which may have played key roles in the extracts’ potency. Based on the findings herein, P. thonningii extracts, especially the aqueous ones have a promising potential for the management of ADassociated CI. Further studies aimed at isolating and characterizing specific active compounds for CI from P. thonningii are recommended. Additionally, specific mode(s) of action of active principles should be elucidated. Moreover, toxicity studies should be done on the studied plant extracts to ascertain their safety.
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    Influence of Self-Concealed Psycho-Social Factors as Predictors on the Effectiveness of Sexual Self-Disclosure during Voluntary Counseling and Testing among University Students in Kenya
    (Research India Publications, 2015) Maroko, Mokua Gilbert; Ogola, Fredrick; Kithuka, Musau; Gatumu, Haniel Nyaga; Gathoni, Nyutu jane; Nyamugoro, Njuguna Christina; Ireri, Anthony Muriithi
    Four hundred and fifty six third year undergraduate students from the University of Nairobi, Kenyatta University and Egerton University were studied to find out the influence of self-concealed psycho-social factors as predictors on the effectiveness of sexual self-disclosure during voluntary counselling and testing among university students in Kenya. Results revealed there is a significant relationship between self-concealed psycho-social factors and sexual self-disclosure. Students’ marital status, relational mobility and cues that relate to privacy were found to be the best predictors of sexual self-disclosure by determining details of how much sexual information they disclosed during voluntary counselling and testing. Implications of these findings and recommendations for further research are discussed.
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    Relationship among type of school, academic resilience and academic achievement among secondary school students in Kiambu County, Kenya
    (World Academy of Science, Engineering and Technology, 2018-01) Mwangi, Cecilia Nyambura; Ireri, Anthony Muriithi; Mwaniki, Elizabeth W.; Wambugu, Stephen K.
    This study investigated the relationship among type of school, academic resilience and academic achievement among secondary school students in Kiambu County, Kenya. A descriptive correlational design was used. A randomly selected sample of 390 students in the third year of secondary education was involved. The participants were drawn from four categories of secondary schools: Boys boarding, girls boarding, coeducational boarding and coeducational day. Data were collected using a demographic form and the California Healthy Kids Survey (CHKS) resilience scale. A significant mean difference (F (3,386) = 9.39, p < .05) was reported in the academic resilience scores when type of school was considered. The difference was in favour of girls’ boarding schools. The mean academic resilience and achievement for boys’ boarding was found to be significantly lower than that of girls’ boarding, boys’ day, and mixed day secondary schools. It was recommended that educational stakeholders should shift from considering type of school as being peripheral to academic outcomes and instead regard it as a key contributor to the educational outcomes of secondary school students. Keywords: Academic resilience; Academic achievement,Type of school, Secondary school students