Browsing by Author "Swanya, Millicent Nyaboke"

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    Classroom Climate and Academic Buoyancy as Predictors of Academic Achievement in Biology among Form Three Students in Kiambu County, Kenya
    (Kenyatta University, 2025-11) Swanya, Millicent Nyaboke
    Kenya aims to become an industrialized nation by 2030, this vision can be supported by focusing fundamentally on science subjects. However, academic achievement in Biology which is one of the science subjects has been below average in the results released annually by KNEC, raising numerous concerns among stakeholders. This study, therefore, aimed to establish how classroom climate and academic buoyancy predict achievement in Biology among Form Three students in Kiambu County, Kenya. This research aimed to address the poor Biology achievement of secondary school students in Form Three in the Kiambu County. Study objectives were: to determine the correlation between classroom climate and students’ Biology achievement, to find out the correlation between students’ academic buoyancy and students’ Biology achievement, to determine gender variations in classroom climate and students’ academic buoyancy, and to predict interrelationship between classroom climate and academic buoyancy on students’ Biology achievement. The study adopted the resilience theory by Norman Garmezy (1991) and the interactive learning theory by Vygotsky (1978). The correlational research design was also adopted. The study targeted all 4,000 Form Three students in Kiambu County. A purposive, stratified sampling method, together with simple random procedures, was utilised to select an appropriate sample size of 399 students. The following research tools were employed to gather information: the Student Academic Buoyancy Scale, the Student Classroom Climate Inventory (SCCI), and end-of-term examination scores in Biology to measure academic achievement in Biology. In this study, a pilot test was carried out in two secondary schools within the Kiambu County to ascertain the reliability of the research tools. Additionally, Cronbach's alpha was utilised to determine internal consistency. Construct, face and content validity of the research scales were ascertained through the guidance of the supervisors and experts in the educational psychology department. SPSS was employed in the cleaning, coding and analysing data whereby descriptive and inferential statistics such as Pearson correlation coefficient and multiple regression were generated for data analysis. Findings from the study indicates a negative and significant relationship between classroom climate and Biology achievement r (396) =-.103, p <.05. Concerning academic buoyancy, results established insignificant correlation between academic buoyancy and achievement in Biology r(396) =.072, p <.05. In determining the gender variations in classroom climate and academic buoyancy on Biology achievement, the study found that correlation was positive and significant for male students r (396) =019, p <.05 but not for the female students r (360) = .646, p<.05). However, academic buoyancy predicted higher Biology achievement for male students than for female students, whereas classroom climate more significantly predicted the achievement of female students than male students. Additionally, in predicting the correlation between classroom climate and academic buoyancy on Biology achievement, the regression equation revealed that academic achievement was greatly influenced by students' academic buoyancy and an interactive classroom climate. This study findings are generalized to represent the state of Biology achievement as predicted by academic buoyancy and classroom climate of students in Kiambu County. The research outcomes strongly suggest that parents and teachers should engage in activities that reinforce high academic buoyancy and sustain an interactive classroom climate. Further research is recommended to explore ways to maintain high academic buoyancy and to sustain interactive, supportive, and respectful classroom climates to ensure higher achievement among students.
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    Classroom Climate as a Predictor of Academic Achievement in Biology among Form Three Students in Kiambu County, Kenya
    (Research Publish Journals, 2024-10-09) Swanya, Millicent Nyaboke; Ndege, Oluoch James; Koskei, Benjamin
    Kenya aims to become an industrialized nation by 2030, and achieving Vision 2030 can be supported by focusing fundamentally on science subjects, including Biology. However, academic achievement in Biology has been below average, raising numerous concerns. This study, therefore, aimed to establish how classroom climate predict achievement in Biology among Form Three students in Juja Sub-County of Kiambu County, Kenya. This research aimed to address the poor Biology achievement of secondary school students in Form Three in the Juja area of Kiambu County. The study adopted the interactive learning theory by Vygotsky (1978). Correlational research design was also adopted. The study targeted all 4,000 Form Three students in Kiambu County. A purposive, stratified sampling method, together with simple random procedures, were utilized to select an appropriate sample size of 399 students. The following research tools were employed to gather information: the Student Classroom Climate Inventory (SCCI), and end-of-term examination scores in Biology to measure academic achievement in Biology. In this study, a pilot test was carried out in two secondary schools within the neighbouring Juja Sub County to ascertain the reliability of the research tools. Additionally, Cronbach's alpha was utilised to determine internal consistency. Construct, face and content validity of the research scales were ascertained through the guidance of the supervisors and experts in the educational psychology department. SPSS version 30 was employed in the cleaning, coding and analysing data whereby descriptive and inferential statistics such as Pearson correlation coefficient and multiple regression were generated for data analysis. Findings from the study indicates a negative and significant relationship between classroom climate and Biology achievement r (396) =-.103, p <.05. Further, classroom climate significantly predicted the achievement of female students than male students. Additionally, academic achievement was greatly influenced by an interactive classroom climate. The research outcomes strongly suggest that parents and teachers should engage in activities that sustain an interactive classroom climate. Further research is recommended to explore ways to sustain interactive, supportive, and respectful classroom climates to ensure higher achievement among students.