Browsing by Author "Yaki, Rehema Nthenya"

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    Perceived Instrumentality and Study Time Management as Predictors of Academic Achievement among Form Two Students in Mombasa County, Kenya
    (Kenyatta University, 2025-11) Yaki, Rehema Nthenya
    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 and study time management predicts academic achievement of secondary school students. Academic self-esteem and school identification were hypothesised to mediate the relationship. Finally, gender differences in study time, perceived instrumentality, and academic self-esteem, identification with academics and academic achievement of students were also studied. 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 and in-depth interviews were used. The questionnaire comprised the following scales: Approaches to Learning Survey and the Assessment of Time Management Skills Questionnaire to measure students’ perceived instrumentality and study time management respectively; State Self-esteem Scale to measure students’ academic self-esteem; and Identification with Academics Scale to measure the degree to which students identify with academics. Students’ academic achievement was measured using examination records obtained from school. Semi structured interviews with nine class teachers were conducted to enrich quantitative data. A pilot study was conducted among 30 form two students selected from a mixed day school in Mombasa County. Data were analysed using both qualitative and quantitative approaches. Instrumentality and time management significantly and positively predicted achievement. School identification was a strong mediator of the relationship between instrumentality and time management and achievement. Academic self-esteem mediated the relationship between grit and achievement. Learners value school time and were aware of the need to efficiently manage time but were poor in planning. Students also need support from significant others. Findings help to inform policy makers, teachers, parents and students on the importance of valuing academics as well as time management as a skill necessary for optimal academic achievement.
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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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    Students' and Teachers' Attitude and Performance in Chemistry in Secondary Schools in Kwale County, Kenya
    (Global Institute of Research and Education, 2015-06) Ogembo, John O.; Otanga, Habil; Yaki, Rehema Nthenya
    The purpose of this study was to examine the extent to which students' and teachers' attitudes hinder good performance in chemistry among students in secondary school. The sample consisted of 482 form three students and nine chemistry teachers from nine secondary schools. Data were collected through a questionnaire and interview schedule. Results showed that chemistry teachers' negative perception of their learners’ abilities was strongly linked to persistent poor performance in chemistry. The study recommended that the Ministry of Education should enhance supervision of curriculum implementation in schools, enhance teacher motivation and increase facilities