RP-School of Education

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Academic Mindsets as Predictors of Academic Achievement among Public Secondary School Students in Nairobi County, Kenya
(International Journal of Education and Research, 2018-02) Ngina, Mutua Josephine; Kinai, Theresiah; Ndambuki, Philomenah
In spite of the importance attached to education, poor academic achievement has continued in Kenya especially in public secondary schools. It affects the life prospects of students and also poses a challenge to parents and the society. Therefore, this study sought to establish how academic mindsets predict academic achievement among public secondary school students in Nairobi County, Kenya. The study was guided by Social Cognitive Theory of Motivation and Personality. Explanatory sequential mixed methods design was adopted. A sample of 488 participants was selected from 10 public secondary schools. Quantitative data were collected through adapted scale for Academic Mindsets and analyzed using Pearson’s Product Moment Correlation Coefficient and multiple regression. Academic achievement was inferred from student’s academic records. Qualitative data were collected through interviews and analyzed thematically. Results revealed a non-significant positive correlation between students’ academic mindsets and academic achievement (r (486) = .05, p = .27). The individual subscales of academic mindsets were significant predictors of academic achievement (F (2, 485) = 241.08, p < 0.5). The qualitative findings confirmed the obtained quantitative findings. The study has implications for teachers, parents and all stakeholders in education in developing a malleable academic mindset in learners’ right from pre-school through primary to secondary school to enhance academic achievement. Keywords: Academic Mindsets; Academic Achievement; Fixed Academic Mindset,
Academic Resilience and Self-Efficacy as Predictors of Academic Achievement Among Form Three Students in Trans-Nzoia County, Kenya
(Journal of Popular Education in Africa, 2022-06) Angeline, Kelly; Ireri, Anthony Muriithi
The past four years, 2016 to 2019 has shown a low academic achievement in Kenya Certificate of Secondary Education (KCSE) among students in Trans-Nzoia County. Little has been done in this area to establish how academic achievement relates with academic resilience and academic self-efficacy among form three learners. This study aimed to find out the relationship between academic resilience, academic self-efficacy and academic achievement. The study also aimed at establishing whether there are gender differences in academic resilience and academic self-efficacy. This study was informed by Flach’s theory of resilience and Bandura’s social cognitive theory. The study used correlational research design with a target population of 1500 form three students in Kiminini Sub County in the year 2021. Kiminini Sub County, public secondary schools and form three students were selected using purposive sampling. Proportionate sampling was used to select the number of participants per school. Simple random sampling was used to select 306 students to participate in the study. Data were collected using academic resilience scale and academic self-efficacy. Students’ academic achievement was obtained from students’ progressive records. Data analysis was done using SPSS (Version 21). Pearson product moment correlation and multiple regression analysis techniques were used to test the research hypotheses. The results indicate that there exists a strong positive and significant relationship between academic resilience and academic achievement, r (279) = .65, p < .05. There was a moderate positive significant association between academic self-efficacy and academic achievement, r (281) = .46, p < .05. The results also showed statistically significant gender differences in academic resilience, t (279) = - 4.11, p < .05. The study recommends that teachers should utilize the findings to come up with suitable instructional methods and guidance programs to help students to enhance their self-efficacy and resilience skills for better learning outcomes.
Career Aspirations as a Predictor of Academic Achievement of Learners with Hearing Impairment in Special Secondary Schools in North Eastern Nigeria
(IJSRA, 2023-08) Magaji, Yahya Umar; Awori, Beatrice Bunyasi; J. M., Muthee
This study focused on career aspirations as predictor of academic achievement among learners with hearing impairment in special schools in North eastern Nigeria. Correlation research design was adopted for the study. Total 351 learners with hearing impairment in Senior Secondary Two (SS II) was selected based on multistage sampling technique across five special schools in North Eastern Nigeria. The instruments for data collection are Learners’ Career Aspiration Questionnaire (LCAQ), and English Language Pro forma (ELP). Data gathered from the respondents were analyzed using Pearson product moment correlation and Analysis of Covariance (ANCOVA) at a 0.05 alpha level. The study found a strong relationship between career aspiration and academic achievement of learners with hearing impairment in English language in North Eastern, Nigeria. However, gender did not correlate with career aspiration of students with hearing impairment toward their academic achievement. The study concludes that career aspiration can independently enhance students’ academic performance. The study recommends among others that teachers should work toward boosting career aspiration of their students through constructive teaching approach that will make education look achievable and admirable to them.
Cognitive Engagement as Correlate of Academic Achievement among Form Four Students in the South East Region, Botswana
(RSIS, 2024-05-27) Moji, Rampete, Ma; Mutua, Josephine; Kigen, Edward
Academic Achievement is an essential part of learning, and it is the most important factor that leads to the attainment of one’s goals. Good academic achievement by students at Senior High school is of paramount importance in every educational system. On the same note, poor academic achievement persists and requires more research. The purpose of this study was to determine how cognitive engagement predicts academic achievement in the South East Region of Botswana. The Self-Determination Theory of Richard Ryan and Edward Deci (1985) guided this study. This research utilized a correlational research design while purposive sampling, stratified sampling and simple random sampling were used to select 502 Form four students. Data was collected through self-report questionnaires which comprise adapted scales for Cognitive Engagement Learning Strategies which comprised 16 questions. The targeted population was Form four students in public secondary schools in the South East Region, Botswana. A pilot study using 50 students from one secondary school in the region was conducted to check the validity and reliability of the instruments before collecting the actual data. A sample of 502 participants was selected from 5 public secondary schools. Academic achievement was inferred from students’ academic records. Descriptive and inferential statistical methods were utilised in SPSS version 25 to summarise the collected quantitative data. Descriptive statistics such as means, percentages and frequencies were used to summarise the collected quantitative data. The data demonstrated a weakly positive correlation (r (500) =.32, p <.01) between academic achievement and cognitive engagement. Education trainers through pre-service and in-service training should consider implementing required courses to assist instructors in cascading the knowledge, skills and abilities needed by trainees to support students in cultivating cognitive engagement in objectively supporting students to reach their academic achievement goals. To fully comprehend the relationship between cognitive engagement and academic achievement at the secondary school level, similar studies using a mixed study design should be explored.
Emotional Intelligence as a Correlate of Academic Achievement among Form Three Students in Machakos County, Kenya
(JOPEA, 2024) Njeri, Modesta Wairimu; Mutua, Josephine; Mugambi, Doyne
The purpose of this article was to interrogate emotional intelligence as a correlate of academic achievement among form three students in Kenya, using Machakos County as a point of reference, for illustration. The contention of the study was that academic achievement equips individuals withs skills that enable them to be productive and innovative. However poor academic achievement has been an issue of concern in Kenya at large and also in Machakos County for the past few years. Poor academic achievement may lead to poor economic growth due to reduced qualified personnel in various economic sectors. Despite numerous studies carried out on academic achievement, very few studies have been done on the relationship between emotional intelligence and academic achievement in Kenya. This study explored the association between emotional intelligence and academic achievement. A sample of 340 students was selected using random sampling technique to participate in the study. The results revealed that emotional intelligence and academic achievement were highly correlated. It was concluded that it is importance to enhance emotional intelligence and metacognition among students to improve their academic achievement. Therefore, it was recommended that teachers and parents should enhance emotional intelligence and metacognition among students. This may have positive impact on their academic achievement.
Gender Differences in Academic Resilience and Academic Achievement among Secondary School Students in Kiambu County, Kenya
(Juniper Publishers, 2017-08) Mwangi, Cecilia Nyambura; Ireri, Anthony Muriithi
This study sought to establish the gender differences in academic resilience and academic achievement among secondary school students in Kiambu County. The study adopted a descriptive co relational design. A sample of 390 from three students was used. A demographic form and the California Healthy Kids Survey-Module B version were employed in data collection. It was hypothesized that there were no significant mean differences in academic resilience given student’s gender. This was tested using the independent samples t-test. Significant gender differences in mean academic resilience scores were found in favor of girls (t =1.97, df = 388, p =.05). It was recommended that appropriate intervention programmers that target boys be put in place in order to optimize their academic resilience and functioning.
Influence of Curriculum Support Officers’ Capacity Building of Teachers on Academic Achievement in Public Secondary Schools in Makueni County, Kenya
(AJOEI, 2022-11) Kimweli, Alexander Mwau; Nyaga, Peter
Abstract Statement of the Problem: Curriculum Support Officers have an obligation of ensuring that students perform well in their studies in secondary schools. However, in Makueni County, students register low KCSE performance compared to pupils in primary school and few transiting to universities with quality grades. Purpose of the Study: The study assessed the influence of curriculum support officers’ capacity building of teachers on students’ academic achievement in Makueni County. The theory of educational productivity guided the study. Methodology: A descriptive survey research design was used. Quantitative data were analyzed using descriptive statistics. Inferential analysis was also done using Pearson’s Product Moment Correlation Analysis while presentation was done in tables. Qualitative data were analyzed thematically as per the objectives and presentation done in narrative forms. Results: This research established that academic achievement of students in KCSE is still low and to mitigate this, CSOs have bene tasked to undertake capacity building of teachers. The study recommends that CSOs may devise new approaches of training of teachers which may enable them acquire skills which can help deliver quality instructional services. In addition, the Ministry of Education increase the number of CSOs to enhance the process of capacity building of teachers.
Role of Boys’ Empowerment on Academic Achievement among Lower Primary School Boys in Mombasa County, Kenya
(IJCAB Publishing Group, 2019) Okello, Petra Atieno; Waithaka, Esther
Boy child empowerment is a topic that is emphasized among many educationists today. It has been proven that pupils who receive proper empowerment tend to excel academically as compared to their counterparts who do not. Boys and girls need to be targets in these empowerment programmes. However, in recent years, it has been observed that boys are usually left out of the school empowerment programmes. There is no much research to explain if this is the reason as to why the academic achievement of boys in the recent years is dwindling while girls within same schools perform very well. This study sought to interrogate if there is any relationship between empowerment of the lower primary schoolboys child and his academic performance. The theory that guided this study is the empowerment theory by Zimmerman. Gaps identified in the literature reviewed include; first, there is no ready literature directly relating the role of male teachers and the academic achievement of boys. Secondly, there is also no adequate literature showing whether boys taught by predominantly female teachers perform dismally in academics. The role of attitude is not adequately researched in relation to the variables under this study. There is evidently a gap in knowledge as to whether empowering boys in early childhood influences their academic achievement positively or not. Much of the knowledge available concerns older children and this leaves the formative years unattended and under researched. This gap in knowledge made this study very relevant and critical. The study applied the descriptive research design. Purposive sampling was used to sample schools where the study will be conducted. The simple random sampling was used in coming up with the learners and teachers who would take part in the study. A pilot study was done to test the tools. Questionnaires, interview schedules, achievement test and observation checklists were used to collect data. The data was collected over a period of three months. The data was then analyzed and presented using frequency distribution tables, bar graphs and pie charts. The study concluded that; the strategies used to empower boys are effective, there are no regular empowerment programs for boys in schools, the empowerment of boys in schools face several challenges that negatively impact the boys and that the male teachers are conspicuously missing in the preschools. Practical recommendations were made to school managers, curriculum developers and policy makers.
Self-Esteem and Academic Achievement: What are The Explanatory Variables among Girls with Hearing Impairment in Selected Secondary Schools for the Deaf in Kenya?
(Greener Journal of Educational Research, 2019) Awori, Beatrice B; Karugu, Geoffrey K; Mugo, John; Orodho, John A
This study sought to examine the explanatory variables on self-esteem and academic achievement of girls with hearing impairments (HI) in selected Secondary Schools for the Deaf in Kenya. The study was guided by Carl Roger’s personcentred or client-centred theory. The study used an ex-post facto research design. Participants for the study were drawn from schools for girls with hearing impairment in Central and Western provinces of Kenya constituting a sample of fifty-three girls. Data were collected through questionnaires and interviews and analysed using the Statistical Package for Social Sciences programme. Rosenberg self-esteem scale was used to measure self-esteem dimensions whereas school academic scores were used to measure mean academic achievement. The study revealed that there was a moderate and positive correlation between self-esteem and academic achievement of girls with hearing impairments. The in-depth interviews indicated that the low achievement of girls with hearing impairments could be attributed to current curriculum which was not only less diverse but also that the mode of examination was too conventional and did not take into account the peculiar problems of learners with various disabilities The situation could be improved through concerted efforts among various education stakeholders. Thus, it was recommended that the Ministry of Education through the Kenya Institute of Curriculum Development should devise a more diverse curriculum that could be examined through various strategies such as observation and use of sign language. It was further recommended that teachers should make deliberate use of positive reinforcement techniques geared towards the promotion of the self-esteem of girls with Hearing Impairment and encourage them to accelerate their quest to academic performance

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