Browsing by Author "Mugane, Mary Calmen"

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    Relationship between Teacher’s Self Efficacy and English Language Performance among Form Three Students in Embu County, Kenya
    (INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2025-08) Mugane, Mary Calmen; Wang’eri, Tabitha; Mutweleli, Samuel Mutua
    The English language is a crucial subject in the Kenya school curriculum as it serves as the primary language of instruction for most subjects. This study was prompted by the concern of underwhelming performance among students. Its purpose was to explore the relationship between teachers' self-efficacy in English teaching and English language performance. The research specifically targeted form three students in Embu County, Kenya. The study was guided by the following objectives: to ascertain the link between English teachers' selfefficacy and English performance. This research was built upon Bandura's (1997) self-efficacy theory and a correlational research design was used. The study focused on form three students who were preparing to take their KCSE examination in 2021, among a total of 50,675 students from 189 public schools in the county. In the initial stage, the researcher utilized simple random and stratified sampling methods to choose 17 schools from the 189 public secondary schools in Embu County. Teacher’s Self-efficacy scale created by Ralf Schwarzer (1999), along with oral interviews conducted with school principal were sed to collect data. A preliminary pilot study was carried out with 26 students, a group similar to the study’s participants, to assess the feasibility and reliability of the research instruments
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    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