Browsing by Author "Mutweleli, Samuel Mutua"

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    Academic Motivation and Self-Regulated Learning as Predictors of Academic Achievement of Students in Public Secondary Schools in Nairobi County, Kenya
    (2014-08-15) Mutweleli, Samuel Mutua
    Nationally, the distribution of secondary school students’ performance in public examinations has been skewed towards the lower grades. This poor performance has been majorly attributed to school environmental factors and little has been done on individual psychological factors which may contribute towards students’ academic achievement. This study was therefore designed to determine students’ academic motivation and self-regulated learning as predictors of academic achievement. The main aim was to determine a prediction model of secondary school students’ academic achievement given academic motivation and self- regulated learning. More specifically, the relationship among academic motivation, self-regulated learning and academic achievement was established. Further, sex differences in both academic motivation and self-regulated learning were studied. The self-determination theory and the social cognitive theory of self- regulation formed the theoretical framework. The study adopted an ex post factor research design and was located in Nairobi County, Kenya. The target population was all the year 2012 form three students in public secondary schools in Nairobi County. The sample consisted of 938 form three students selected from 10 public secondary schools. Purposive, stratified and simple random sampling procedures were used in the selection of schools and participants. The study used a questionnaire developed to seek information on participants’ biographical data. The Academic Motivation and Academic Self-regulated Learning Scales were adapted to measure academic motivation and academic self-regulated learning respectively. Student’s academic achievement was measured by use of examination records obtained from school. Pilot study was conducted on 30 form three students selected from a mixed day public secondary school in Nairobi County. Both descriptive and inferential statistical procedures were used to analyze the data. The results provided evidence that there was a significant relationship among academic motivation, self-regulated learning and academic achievement. Further, it was found that among the domains of academic motivation and strategies of self-regulated learning, intrinsic motivation towards accomplishment and organizing strategy had the highest positive predictive value on academic achievement. Significant sex differences were found with regard to academic motivation and self-regulated learning and they were in favour of boys.Ultimately, students’ self-regulated learning was found to have the highest positive predictive value on academic achievement as compared to academic motivation. In the exploratory part of the study, a significant main effect on academic achievement was found between type of school, academic motivation and self-regulated learning. A major implication and recommendation of the study was that, teachers, parents and all stakeholders in education should work together in creating conducive school and home environments for fostering the development of these psychological constructs; academic motivation and self-regulated learning, among students. More specifically, the development of the domains of academic motivation and types of self-regulated learning strategies found to have a positive predictive value on academic achievement should be emphasized.
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    Extent to Which the African Men are Able to Meet Physiological, Safety, Belongingness, Esteem and Self Actualization Needs for themselves and Family in Daadab Refugee Camp, Garrisa County, Kenya
    (Global Journals Inc. (USA), 2014) Wang'eri, T. W.; Tumuti, Sammy; Mugambi, Doyne Kageni; Mutweleli, Samuel Mutua; Gitome, Josephine; Njogu, Marangu
    The intention of this paper was to investigate the extent to which the African men in Dadaab refugee camps are able to meet physiological, safety, belongingness, esteem and self actualization needs for their families. To achieve this, the study sought to find out if the men were able to provide food for their children and if they were able to satisfy their sexual needs. The study further wished to establish if the men moved with their family members to the camp and if they were able to carry out their responsibilities as was expected of them and if they felt respected and fulfilled. Maslow’s (1970) hierarchy of needs theory was used to ground the study. A sample of 192 respondents aged between15 year to 55 years was selected for the study with the majority coming from Somalia while a few came from Ethiopia, Sudan, south Sudan, Congo and Uganda.
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    ICT uptake and use as a tool for personal adjustment and academic pursuit among undergraduate students at Kenyatta University
    (2013) Kimani, Elishiba; Wangeri, Tabitha; Mutweleli, Samuel Mutua
    The intention of this paper was to explore ICT uptake and use as a tool for personal adjustment and academic pursuit undergraduate students at Kenyatta University in Kenya. To establish this, the study sought to investigate on the first years’ students ICT basic computer proficiency and the challenges the students experienced in up taking ICT at high schools and universities. The study was done in Kenyatta University, a public university in Kenya among first year students taking Bachelor of Education degree. A total of 104 students were randomly selected and data generated using a questionnaire. The results indicate that majority of students had experienced challenges uptaking and using ICT in the university. Only a few students owned computers. Few students had, with female students being more than males. Proficiency by age was also low. By degree program Joint Admission Board (JAB) students reported higher proficiency than those in Self Sponsored Programme (SSP). There were also differentials of proficiency in terms of categories of high schools attended and rural versus urban. Among the challenges reported were inadequate number of computers, faulty computers and computer illiteracy. They recommended that the university could offer ICT classes and increase the number of computers to enable them to become ICT proficient. The study recommends that the ministry of education should make it mandatory for all secondary schools to have ICT infrastructure and teachers trained in ICT in all secondary schools
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    Predictors of Academic Motivation of Students in Public Secondary Schools in Kiambu County, Kenya
    (World Journal of Innovative Research (WJIR), 2020) Munge, Anne Muthoni; Mutweleli, Samuel Mutua
    What happens to students after transiting to high school? Many students, who pose good marks in their primary school, unfortunately, fail to record the same while in high school. This can be explained by a close examination of how motivated students are while in secondary school. The core purpose of this study was to investigate factors that may enhance a more sustainable academic motivation during the high school period so that students benefit from the educational process. Lack of motivation in studies while in secondary school has led to dismal performance in National exams, and many students do not benefit much even after the four years of secondary schooling. Such a concern called for an investigation. This study thus sought to investigate the predictors of Academic Motivation in public secondary schools in Kiambu County, Kenya. To accomplish this task, the study was guided by two research hypotheses. These included: There is a significant relationship between parental involvement and academic motivation in public secondary schools in Kiambu County. There is a significant relationship between school connectedness and academic motivation in public secondary schools in Kiambu County. The study made reference to Deci and Richard Ryan, Self-Determination Theory (1985). The study also made use of SPSS computer software for data analysis. The study also made use of descriptive survey design because it is useful in enabling the researcher to establish the relationship between the two predictor variables and their influence on Academic Motivation. Among the population, comprised of the form three students. The sample consisted of 240 students from 8 public schools who were selected through simple random sampling. The researcher also carried out a pilot study to check out if the respondents were consistent with the items provided in the questionnaire. Expert judgment was sought from the supervisor in developing and in the revising of the research instrument to ensure that there was validity and also to ensure that the research instrument yielded consistent results after repeated trials. Statistical Procedures were carried out using the statistical package for social sciences (SPSS). The data was analyzed through the quantitative technique. The study revealed that students whose parents are concerned with their studies depicted higher levels of academic motivation. Students also recorded high levels of motivation if the school environment was conducive. If these factors were met and strategies laid down for implementation, many students would benefit academic-wise. Among the recommendations that emanated from the findings was that; parents should be enlightened on the need to get actively involved in the academic activities of their students. The teachers should strive to understand and meet the students’ needs while in school, this will motivate students to learn and eventually attain value for education, which is the core purpose of any education process.
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    Relative influence of selected predictor variables on occupational aspirations of secondary school students in Nairobi Province, Kenya
    (2012-03-15) Mutweleli, Samuel Mutua
    This study was designed to investigate the relative influence of the selected predictor variables (students’ self-concept, academic achievement, knowledge about careers and home background) in predicting occupational aspirations of secondary school students. The researcher’s aim was to determine the best predictor of secondary school students’ occupational aspirations. Further, the inherent gender differences in students’ self-concept and occupational aspirations were studied. In the exploratory study, the relative influence of specific domains of self-concept on occupational aspirations and school effect on students’ knowledge about careers was investigated. The study adopted an ex post facto research design and the sample consisted of 240 form two students selected from 10 public secondary schools in Nairobi Province. In the selection of schools and subjects included in the study, both stratified and simple random sampling procedures were used. Students’ self-concept was measured by the modified semantic differential scale, which measured six domains of self-concept, namely; physical self, character self, emotional self, academic self, social self and family self. A questionnaire developed by the researcher was used to measure students’ home background, knowledge about careers and occupational aspirations. Students’ academic achievement was measured by use of examination records. The study was guided by three hypotheses, which hypothesized that there is a difference in the relative influence of students’ self concept, academic achievement and knowledge about careers on occupational aspirations; There is a significant relationship between students’ home background and occupational aspirations; and that, there are significant gender differences in students’ self-concept and occupational aspirations. In data analysis, the researcher used both descriptive and inferential statistics. Multiple regression model was used to study the relative influence of the predictor variables, Chi-square was used to study the relationship between home background variables and occupational aspirations and for the difference between means, t-test for independent samples was used. Anova was used to compare means for students’ knowledge about careers. The results provided evidence that; There was difference in the relative influence of students’ self-concept, academic achievement and knowledge about careers on occupational aspirations and that academic achievement had the largest influence. Among the family background variables only fathers’ education was significantly correlated with students’ occupational aspirations. No significant gender differences were found between boys and girls in terms of self-concept. However in relation to the specific domains, a significant gender difference was found in relation to emotional self and this was in favour of boys. Further, no significant gender difference was found in occupational aspirations. However, significant gender differences were reported in terms of choice of occupations in different job groups. In relation to the specific domains of self-concept, academic self had the largest influence on occupational aspirations and that there was significant school effect on students knowledge about careers. Based on these findings, the researcher recommended the strengthening of career guidance and counseling services in schools.
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    Transitional Challenges Facing University First Year Students in Kenyan Public Universities: A Case of Kenyatta University
    (Interdisciplinary Review of Economics and Management, 2012) Wang'eri, T. W.; Kimani, Elishiba; Mutweleli, Samuel Mutua
    The intention of this paper was to investigate on the transitional challenges facing first year students in Kenyan Public universities. The challenges were investigated in terms of autonomy, social adjustment, compatibility among roommates, the feeding habits, and access to support services and adjustment to academic programs. Hurvighust’s developmental tasks theory informed the study. The study was done in Kenyatta University, a public university in Kenya. Six schools were randomly selected from fourteen from which twenty students were randomly selected from different departments to a sample of 120 students. Further, officers from key university offices dealing with student’s services and welfare were selected for interview. The results indicate that majority of students found the transition challenges in all the areas investigated. In relation to autonomy 13.33 % had high autonomy while 86.67% has average autonomy. With regard to social compatibility only 6.6% showed high compatibility and 73.33% average while 20% showed low compatibility respectfully. Data on compatibility with roommates revealed that only 6.6% were compatible, 40% average and 53.33 % low compatibility. On access to support services 20% had high access, 66.70% average while 13.33% showed low access to support services. For the feeding habits only 3.3% indicated good feeding habits while 96.6% reported poor feeding habits. Data regarding adjustment to s how that 3.3% reported high adjustment, 93.33% average adjustment and 3.33 reporting low adjustment. The findings further indicated some differentials in the challenges in relation to gender as well rural and urban orientation of the first year students. The study recommends a need for an effective orientation programme for all first year students to prepare them for university entry. In addition welfare and service providing offices-accommodation, career guidance, mentoring, chaplaincy and dean of students are important in providing useful information to help first year students settle faster in the university and make appropriate decisions regarding their academic and social life in the university.