Browsing by Author "Oluoch, James Ndege"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Grit as a Predictor of Chemistry Achievement among Secondary School Students in Kenya
    (International Journal of Social Science and Human Research, 2024) Nyasimi, Ezra; Ireri, Anthony Muriithi; Oluoch, James Ndege
    This research was carried out to examine grit as a predictor of chemistry achievement among secondary school students in Kenya. The study was anchored on grit theory developed by Duckworth. The researcher used a correlational research design to establish the relationship between study variables. The target population for the study was 3,320 form three chemistry students in 27 public secondary schools in Etago Sub-County in the year 2023. In this study a sample size of 446 participants were selected from the population using simple random sampling, stratified and purposive sampling. A pilot study involving 30 students from one of the schools within the Sub-County was conducted to refine the reliability and validity of the research instruments. Data were collected using questionnaires and chemistry pro forma forms and then analyzed using the Statistical Package for Social Science (SPSS version 25). The results indicated a significant positive correlation between grit and chemistry achievement, r (433) = .65, p< .05. The study found no statistically significant gender differences in grit in relation to chemistry achievement t (433) = - .39, p = .70. Grit significantly predicted chemistry achievement, F (2,433) = 133.96, p < .05 and its moderation with gender accounted for 5% variance in chemistry achievement. Study recommends that chemistry teachers should enhance effective teaching aids to boost the interest and perseverance (grit) of students during chemistry learning for better achievement in the subject.
  • Thumbnail Image
    Item
    Validation of the Short Version of the Student-Report Autonomy Support Subscale of the Teacher as a Social Context Questionnaire among Kenyan Secondary School Students
    (Sage, 2026-01) Wambui, Eric Kamau; Ireri, Anthony Muriithi; Oluoch, James Ndege; Mwaura, Peter Mucheru
    Testing a Tool That Measures Support for Student Freewill in Chemistry Classes This study aimed to assess how well the autonomy support subscale of the Teacher as a Social Context Questionnaire (TASCQ) measures the extent to which students perceive their teachers as autonomy supportive. We sought to determine whether the questionnaire could accurately identify four key ways—choice, control, respect, and relevance—through which teachers support student autonomy. The study findings revealed that participants could distinguish between the various ways teachers supported their autonomy. Consequently, the questionnaire was considered reliable and valid, implying that it consistently measured what it was intended to measure. Further findings revealed that the questionnaire worked well for both girls and boys. Hence, the questionnaire may help teachers, school administrators, educational policymakers, and researchers in Kenya understand how students perceive their teachers’ support for autonomy, particularly in chemistry education.