Browsing by Author "Oyoo, Syprine"

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    Metacognitive Awareness as a Correlate of Mathematics Achievement among Form Three Students in Makueni County, Kenya
    (JAIS, 2024) Ndulu,Vincent Mwendwa; Oyoo, Syprine; Mutweleli, Samuel
    The purpose of this study was to examine the relationship between metacognitive awareness, and mathematics achievement among form three students in Makueni County, Kenya. The research argued that mathematics success provides individuals with the necessary skills to be productive innovative and creative. In recent years, there has been a notable concern regarding poor mathematics, performance in Kenya, particularly in Makueni County. Poor mathematics achievement can result in suboptimal economic development by limiting the availability of skilled professionals across diverse industries. This study investigated the relationship between metacognitive awareness and mathematics achievement. This research was guided Brown's Metacognition model. The investigation employed a correlational research design. To choose the research area and target population, purposive sampling was used. To select the schools and research participants, stratified and simple random sampling were employed. Six public secondary schools were used to get a sample of 174 students. To increase the validity and reliability of the research instruments, a pilot study was carried out in one of the schools that did not take part in the main investigation. The research participants' data was gathered using the MAI Questionnaire. The research participants mean age was 17.01 years. A significant positive correlation was found between students' metacognitive awareness and their achievement in mathematics (r (170) =.73, p <0.05). The study concluded that raising students' levels of metacognitive awareness is critical to raising their mathematics achievement. It was therefore advised that educators and parents support students' development of metacognitive awareness. This may lead to improved mathematics achievement.
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    Peer Relationships as Correlates of Academic Achievement among Form Three Students in Murang’a County, Kenya
    (International Journal of Innovative Research and Advanced Studies (IJIRAS), 2024-05) Kinjaga, Lucy Gathigia; Oyoo, Syprine
    The trend of academic achievement in Murang’a County has been worrying as it has remained poor for a number of years. The purpose of this study was to examine peer relationships as a correlate of academic achievement among form three students in Mathioya Sub County, Murang’a County. The objective of the study was to: establish the link between peer relationships and academic achievement of form three students. This research adopted the Social Learning Theory by Bandura (1977). A correlational research design was adopted. Purposive sampling was used to select Mathioya Sub-County in Murang’a County. Stratified sampling technique was used to group the schools into three categories i.e. boys boarding, girls boarding and co-educational secondary schools, and finally simple random sampling was used to get the research participants from the sampled schools. The research population comprised of all 2614 form three students in the 32 public secondary schools in Mathioya Sub- County in the year 2023. For data collection, two tools were used namely: a peer relationships scale developed by Terzian, A.M. (2012) to collect data on peer relationships and a proforma summary of students’ academic results to collect data on academic achievement of the students for the end of term one 2023 examination. Thirty four students were selected from one of the schools in the study location to take part in the pilot study. These students, however were not used to participate in the actual study. Statistical Package for Social Sciences (SPSS) version 22 was used to analyse the quantitative data that were collected. Multiple regression and t-test for independent samples were used to analyze the data and the results obtained presented in tables. Finally conclusions and recommendations were made based on the outcome of the analysed data. The study found that peer relationships positively and significantly correlated with the academic achievement of form three students in Murang’a County. An important implication and recommendation of the study was that teachers, parents and all the educational stakeholders work together to encourage positive peer interactions among learners which may go a long way in boosting their levels of motivation and by extension improve their academic achievement