Browsing by Author "Mutweleli, Samuel M."

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    Perceived Instrumentality as a Predictor of Academic Achievement of Secondary School Students in Mombasa County, Kenya
    (International Journal of Psychology and Behavioral Sciences, 2025-11) Yaki, Rehema Nthenya; Kigen, Edward M.; Mutweleli, Samuel M.
    The central problem of this study is academic underachievement of secondary school students over the years. Schools in Kenya, especially in Mombasa County are facing a big problem of poor quality grades which may be attributed to students’ failure to see the importance of current studying and its link to attainment of future aspirations. As a result, students are spending minimal time on school activities and giving up easily when faced with difficulties. The increased emphasis on academics by educators and parents has not resulted in increased effort in studying among students in Mombasa County. Poor quality grades have been consistently 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 perceived instrumentality predicts academic achievement of secondary school students. Academic self-esteem was hypothesised to mediate the relationship. 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 population of 49 public secondary schools from which a total of 542 students were selected in Mombasa County. Document analysis, self-report questionnaires was used. The questionnaire comprised the following scales: Approaches to Learning Survey to measure students’ perceived instrumentality; State Self-esteem Scale to measure students’ academic self-esteem. Students’ academic achievement was measured using examination records obtained from school. Data was analysed using quantitative approach. Instrumentality significantly and positively predicted achievement. Academic self-esteem mediated the relationship between grit and achievement. Findings help to inform policy makers, teachers, parents, and students on the importance of valuing academics for optimal academic achievement
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    Perceived Need for Autonomy Satisfaction as A Predictor of Transition among Form two Students in Kisii County, Kenya
    (IJSSER, 2024-12) Njoroge, Felicita Waithira; Mutweleli, Samuel M.; Nguno, Susan N.
    Poor transition may affect greatly learners especially as they move from primary to secondary school subsequently achieving low academic outcome. This in turn might affect their life career paths within and after school. The study focused on one psychological factor namely; Autonomy need for satisfaction ( ANFS) among learners in secondary schools. The purpose therefore was to examine the relationship between students’ need for autonomy satisfaction and transition among students in Kisii County. The study was guided by Deci and Ryan (2002) Psychological needs Satisfaction theory of Psychological Needs Satisfaction. Using a predictive Correlational research design the study population was 12462 Form two students across public secondary schools in Kisii County. The sample population was 405 students (167 male) (238 female) selected from 135 schools through purposive sampling, proportionate sampling, stratified sampling and simple random sampling techniques. A five-subscale questionnaire with a reliability coefficient of α = .96 was employed to gather participants’ data The test-retest technique was adopted to test for the reliability of the instruments, where the instruments were administered twice to the same participants, allowing a two-week interval between the two administrations. To establish the internal reliability of the instruments, the researcher used the Cronbach alpha coefficient (α). Data analysis was done using SPSS and descriptive statistics, using means and standard deviations. Pearson's Product Moment Correlation Coefficient was adopted to obtain the link between psychological needs satisfaction Autonomy and students' transition. Analysis of Variance (ANOVA) was adopted to obtain the means and standard deviations of transition and psychological needs satisfaction. Multiple regression was used to analyze the relationship between psychological needs satisfaction and transition. Central measures of tendency, frequent counts and distributions variability were utilized as descriptive statistics and correlation coefficient statistics as inferential statistics. Results indicated that there is a relationship between students’ autonomy and transition. (r (403) =0.40, p recommended need for school administrators to strengthen school programmes that would build students’ autonomy need satisfaction. The study further recommended the need for parents to inculcate autonomy among students right from childhood.