Browsing by Author "Mutweleli, Samuel"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Relationship between Self-Regulated Learning and Academic Achievement among Form Three Students in Kakamega County, Kenya
    (Journal of African Interdisciplinary Studies, 2024-10) Khamala, Mbayaki James; Mutweleli, Samuel
    The purpose of the study was to investigate the relationship between self-regulated learning and academic achievement. The cognitive theory of self-regulated learning guided the study. This study adopted a correlation research design with a target population of 2097 Form three learners in public schools found in Navakholo sub-county. A sample of 450 form three students was selected from 8 public schools to participate in the study. Stratified and simple random sampling techniques were used to select the sample. Data were collected using questionnaires. Academic achievement of the students was obtained from examination records that were obtained from schools that were used in the study. To establish the validity and reliability of the research instruments, pilot study was done on 30 students in form Three that were selected from a day and mixed public school in the neighboring Mumias Subcounty, Kakamega County. Descriptive procedures and inferential statistical methods were applied in analyzing the data. The results revealed a positive and significant correlation between self-regulation in learning and achievement in academics, r =.59, p <.00. Therefore, the null hypothesis is rejected and the alternative one adopted. For supplementary hypothesis, the results reveal existence of positive and significant relationship between all subscales of self-regulation in learning and achievement in academics, memory strategy, r = .66; goal setting, r = .44; self-evaluation, r = .63; seeking assistance, r = .43; environmental structuring, r = .45; learning responsibility, r = .51; organizing, r = .48, p < .05. Therefore, the null hypothesis was rejected and alternative one adopted. The results imply that the higher the self-regulation among the students the higher the achievement in academics. Based on the results, teachers and parents should come up with programs to help students enhance their self-regulation strategies and skills by providing the necessary support to help them to improve their academic achievement. School administration should help the teachers with the necessary teaching materials and resources geared towards improving students’ strategies of self-regulation. This will enable the students achieve higher grades in academics.
  • Thumbnail Image
    Item
    School Anxiety as a Correlate of Academic Achievement among Form Three Students in Kitui County, Kenya
    (International Journal of Social Science and Humanities Research, 2024-02) Muimi, Dorcas Mutanu; Mutweleli, Samuel; Ireri, Antony
    This study intended to examine students' school anxiety, as a predictor of students' academic achievement. The primary objective was to ascertain the existence of a correlation between school anxiety and academic achievement. Social cognitive theory (Albert Bandura, 1989), was used to guide this study. The research used an ex post facto research design, and was conducted in Kitui County, Kenya. This research targeted the entire form three students in government sponsored schools in Kitui County in 2023. The sample consisted of 400 students in form three who were chosen from 10 different schools. The schools and participants were selected through purposive and stratified sampling procedures. Simple random technique was also used. Examination records served as a tool for measuring students' academic achievement. Piloting of the study was done using 20 form three students in schools within Kitui County. The study used descriptive and inferential statistical procedures to analyze the data. Specifically, it used Pearson’s Product Moment Correlation Coefficient, Multiple regression. School anxiety had a significant negative relationship with academic achievement (r (386) = -0.24, P< 0.05). This study may benefit educational policymakers by providing them with insights on developing educational practices that make a school a more pleasant environment for its students.