Browsing by Author "Muriuki, Purity Gatwiri"

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    Academic Resilience and Motivation as Correlates of Academic Engagement among Form Three Students in Meru County, Kenya
    (Kenyatta University, 2024-03) Muriuki, Purity Gatwiri
    Academic engagement refers to the energy which the student employs within his/her learning community. It emphasizes on the good characteristics of students that are associated with academic performance, retention in school, and completion. Strikes, property damage, absenteeism, and school dropouts in Meru County may be signs of lack of academic engagement. The study’s objectives focussed on establishing the correlation between academic resilience, motivation and academic engagement and determining the degree to which academic motivation and resilience predict academic engagement. It also sought to determine whether there were any differences in gender based on academic resilience and motivation. The study’s theoretical basis was formed by self-determination (Deci & Ryan 1985) and ecological systems (Bronfenbrenner, 1979) theories. It employed a predictive correlational study design. A sample constituting of 341 students (boys = 180 and girls = 161) from the population of form three students attending public schools in Imenti North Sub County, Meru County, was chosen. The sampling techniques employed to select the schools include stratified and purposive. The participants from the sampled schools were selected proportionately and randomly. An adapted questionnaire which composed of academic resilience scale, academic motivation scale and student engagement measure was utilised to collect data. Piloting was carried out to confirm whether the research instruments adapted were valid and reliable. Statistical Package for Social Sciences (SPSS) was used in analysing data. Pearson product moment correlation, t-test for independent samples and multiple regression analysis techniques were applied to test the null hypotheses. Academic resilience, motivation, and engagement had a strong positive relationship. There was no significant gender difference in academic resilience. Both intrinsic and extrinsic motivation varied significantly across genders. The difference in amotivation between respondents based on their gender was not significant. The main recommendation of this study was that educators, parents, guardians and other interested parties should strive to equip the students with the right skills in order to develop their academic resilience and motivation, which have been found to support students’ academic engagement.
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    Correlates and Predictors of Acdemic Engagement among Secondary School Students in Meru County, Kenya
    (IJIRAS, 2023-07) Muriuki, Purity Gatwiri; Ngunu, Susan
    Reported low levels of academic engagement among the secondary school students has drawn attention and interest of many educational researchers because educational engagement determines how learners achieve in academics. This study was done to explore whether academic resilience and academic motivation are correlates of academic engagement among the secondary school students. The study also focused on determining the role of academic resilience and academic motivation in predicting students’ engagement. This study was guided by ecological systems theory and selfdetermination theory. The targeted population in this study was 2992 form three students in Meru County and data was collected from a sample of 332 students. Data collection was done using a questionnaire which had three adapted scales namely; academic resilience scale (Martin & Marsh, 2006), academic motivation scale (Vallerand et al. 1992) and academic engagement scale (Fredricks et al. 2005). The collected data was analyzed using statistical package for social sciences and null hypotheses were tested using Pearson product moment correlation and multiple regression analysis tests. It was found that academic resilience had a significant moderate positive correlation with academic engagement, r(332)=.33, p<.05. Academic motivation was also found to have significant moderate positive correlation with academic engagement, r(332)=.20, p<.05. Multiple regression analysis revealed that academic resilience and academic motivation significantly predicted academic engagement. A predictive model for academic engagement was generated. The recommendations for further research were also given