Browsing by Author "Kigen, Edward"

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    Academic Advising and Student Retention in Distance Learning: The Case of University of Cape Coast, Ghana
    (Journal of Educational and Social Research, 2017-09) Arhin, Vera; Wang'eri, Tabitha; Kigen, Edward
    This research investigated the impact of academic advising on student retention in distance learning at the University of Cape Coast, Ghana. Explanatory sequential mixed methods design was adopted for the study. The multistage sampling technique was used to sample 727 student participants from a sampling frame of 8731. Four academic advisors and three counsellors at the College of Distance were purposively selected for the study. Further, 16 students who had dropped out from the college were sampled using the snowball sampling technique. A researcher-self constructed questionnaire and a semi-structured interview guide were used to collect data. Quantitative data were analysed using descriptive and inferential statistics. Analyses of qualitative data were done using Merriam analytical coding process. At an alpha level of .05 academic advising made a non-significant contribution to prediction (p = .10) which implies that academic advising is not a significant predictor of student retention in distance learning. The study concluded by recommending that academic advisory services should be provided in a practical manner to address the specific needs of students at the College of Distance Education of the University of Cape Coast.
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    Relationship between Parental Marital Status and Students’ Academic Performance in Day Secondary Schools of Dagoretti Sub District of Nairobi County, Kenya.
    (Msingi Journal, 2016) Mutisya, Rosemary Mueni; Kigen, Edward; Mugambi, Doyne; Migosi, Boaz
    Academic performance is one of the important aspects of a student’s life and therefore it is important to understand the factors that hinder or promote it. Various researches on factors affecting performance have been done, however there is little local research on how family structure affects academic performance. This study examined students’ academic performance vis-à-vis single and two parent family structures. It also investigated if there were any gender differences in academic performance as determined by parental marital status. The target population was form three students in day secondary schools of Dagoretti Sub District, Nairobi County, Kenya. The sample of the study consisted of 196 students drawn from five day secondary schools. The study used descriptive survey and ex post facto methodology. Simple random and purposive sampling techniques were used to select the schools and classes for the study respectively. Questionnaires and class achievement records were used to collect data. The data was analyzed using Analysis of Variance (ANOVA), t-test and Chi-square test at significance level of 0.05. The study found no relationship between parental marital status and students’ academic performance as majority of students, regardless of family structure, performed equally poorly with a mean grade of less than ‘C’. The results showed that there was no difference in the academic performance of students from single and two parent families (P=0.776). Additionally, the results indicated that there was no significant difference in the academic performance of male and female students from single and two parent families (P=0.348) and altogether these outcomes established that there was no bearing between parental marital status and students’ academic performance (P=0.873). On the basis of this finding, it was recommended that parents and schools/teachers should provide necessary conduciveness to all learners to deal with the challenges they face at home and school, in order to obtain desired academic performance
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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