RP-School of Education

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Academic Expectations as Correlates of Secondary School Students’ Academic Achievement
(International Journal of Science and Research (IJSR), 2018) Ngunu, Susan; Kinai, Theresia; Ndambuki, Philomena; Ireri, Anthony
Students may form expectations, which may influence their academic achievement either positively or negatively. The main objective of the study was to find out if academic achievement was related to academic expectations. The research was guided by the Expectancy Value theory. The participants were 585 students (315 males, 270 females). The participants completed the Academic Expectancy Scale while academic achievement was obtained from the participants’ academic records. The major finding was that academic expectations were significantly correlated to academic achievement. Taking into account that students can form biased academic expectations, the study made recommendations to the stakeholders on intervention measures. They included encouraging and helping students form positive academic related beliefs. The researcher also recommended for further research in the area of academic expectations.
Comparative Analysis of Selected Parental Factors and Academic Achievement among Pupils in Primary Schools in Machakos County, Kenya
(International Journal of Innovative Research and Advanced Studies (IJIRAS), 2022) Muindi, Philip Alexander; Nyambura, Salome; Kirimi, Francis
This study sought to analyse comparatively influence of selected parental factors on academic achievement among pupils in primary schools in Machakos Count, Kenya. A descriptive survey design was used. A sample size of 315 informants from a target population of 3155 was used. The respondents comprised of grade three pupils, grade three teachers, and grade three parents. The validity of instruments was enhanced through the use of the triangulation approach while the test-retest approach was used to assess instrument reliability. Data collection tools were questionnaires for grade three teachers, an interview schedule for grade three parents, pupils and document analysis of the pupils’ academic record. The collected data were analysed qualitatively and quantitatively. The findings revealed that the academic performance of pupils in grade three in Machakos County is affected by parental involvement, which was notably based on parents’ gender and parents’ economic status. According to the findings, most parents were involved in their children’s education; however, the level of participation varied from family to family and in different ways. The study recommended that the schools need to increase the number of academic clinics to motivate more parents to involve in their children's education in order to improve the academic performance of pupils in Machakos County. The results of the study could be helpful to the Kenyan government, which could use them to develop policies on parental participation in education activities among pupils in primary schools.
Effect of Computer Aided Instruction on Students’ Academic and Gender Achievement in Chemistry among Selected Secondary School Students in Kenya
(International Knowledge Sharing Platform, 2018) Julius, Judith K.; Twoli, Nicholas W.; Maundu, John N.
The role of computers in classroom instruction is gaining prominence in developing countries especially in Kenya for Science subjects, in particular Chemistry subject whose performance has been low. This paper presents a section of a study in Kenya which investigated the effect of Computer Aided Instruction (CAI) on students’ achievement in Chemistry as compared with Conventional Instructional Methods (CIM). This study was prompted by the emergence of IT resources mainly in courtesy of the government and some nongovernmental organization (NGO). The study targeted 15 secondary schools with computer laboratory in Tharaka Nithi County, Kenya. A total comprising of 174 Form Two Chemistry students from Four secondary schools with computer laboratory were purposively sampled. The four schools were randomly assigned to either Experimental or Control groups. The Experimental groups were taught with CAI while Control groups were taught with CIM (Conventional Instructional Methods) on the topics “Atomic structure, Periodic Table and Chemical families” for six weeks. Data was collected using Chemistry Achievement Test (CAT). The CAT was administered before and after treatment (CAI) to both Experimental and Control groups. The content validity of the CAT was checked for by a panel of secondary school Chemistry teachers who were not from the schools under study. The researcher administered the CAT instrument (pre-test and post-test) with the assistance of Chemistry teachers in the sampled schools. Data was analyzed using both descriptive and inferential statistics. The differences between the group means was analyzed using t-test, Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA). The statistical significance was tested at α = 0.05. The study posted a significant difference in academic achievement in Chemistry between the CAI and CIM groups, with students of CAI group obtaining higher Chemistry scores than students of CIM group. The study further revealed a significant gender difference in Chemistry academic achievement in fovour of girls. Based on these findings, it was therefore recommended that Chemistry teachers should adopt use of CAI in their teaching for improvement of students’ academic achievement in Chemistry and in particular, the girls.
Psychosocial Support as Determinant of Academic Achievement among University Students in Kenya
(IJSSERS, 2024-02) Ntoiti, Anne Kathure; Kigen, Edward Munyengwo; Kinai, Theresia Kavuli
The goal for every academic institution is the provision of quality education. Most university students are in a state of transition from adolescence to adulthood. During this period, they grapple with issues of identity and less adult supervision. This study examined psychosocial support as a determinant of academic achievement among students in Kenyan universities. The study utilized Psychosocial Theory of Development by Erik Erikson. The research was designed as a Cross-Sectional Analytical research. The population targeted was 2nd and 3rdyear students in 4 purposively selected universities in Kenya. A total of 340 students, 80 peer counselors, 4 deans of students and 4 student counselors participated in the study. Data collection tools included a Students’ Questionnaire, Interview Schedules for both the Deans of Students and the Student Counselors as well as a Focus Group Discussion guide for peer counselors. Data was analysed using Statistical Package for Social Sciences (version 20)for inferential and descriptive statistics. Inferential statistics were conducted using Path Analysis while qualitative data was thematically analyzed. Research findings indicated that students relied more on family members, friends, and peer counselors for psychosocial support. The Path Analysis Model revealed that psychosocial support directly impacted GPA scores. Therefore, psychosocial support was established to be a determinant of academic achievement among university students in Kenya. Policymakers can use these findings to improve psychosocial support services awareness to enhance academic achievement among University Students.
Relationship among type of school, academic resilience and academic achievement among secondary school students in Kiambu County, Kenya
(World Academy of Science, Engineering and Technology, 2018-01) Mwangi, Cecilia Nyambura; Ireri, Anthony Muriithi; Mwaniki, Elizabeth W.; Wambugu, Stephen K.
This study investigated the relationship among type of school, academic resilience and academic achievement among secondary school students in Kiambu County, Kenya. A descriptive correlational design was used. A randomly selected sample of 390 students in the third year of secondary education was involved. The participants were drawn from four categories of secondary schools: Boys boarding, girls boarding, coeducational boarding and coeducational day. Data were collected using a demographic form and the California Healthy Kids Survey (CHKS) resilience scale. A significant mean difference (F (3,386) = 9.39, p < .05) was reported in the academic resilience scores when type of school was considered. The difference was in favour of girls’ boarding schools. The mean academic resilience and achievement for boys’ boarding was found to be significantly lower than that of girls’ boarding, boys’ day, and mixed day secondary schools. It was recommended that educational stakeholders should shift from considering type of school as being peripheral to academic outcomes and instead regard it as a key contributor to the educational outcomes of secondary school students. Keywords: Academic resilience; Academic achievement,Type of school, Secondary school students
Relationship between Academic Resilience and Academic Achievement among Secondary School Students in Kiambu County, Kenya
(OMICS International, 2015) Mwangi, C.N.; Okatcha, F.M.; Kinai, T.K.; Ireri, A.M.
This study sought to establish the relationship between academic resilience and academic achievement among secondary school students in Kiambu County. A descriptive correlational design was adopted. The sample comprised of 390 form three students. Data were collected using a demographic form and the California Healthy Kids Survey-Module B, 2007 version. Academic achievement was inferred from the school performance records. The main data analysis techniques were Pearson’s Product Moment Correlation Coefficient and regression analysis. Findings revealed a positive and significant relationship between academic resilience and academic achievement (r (388)=0.68, p<0.05). The findings are discussed and implications for practice and further research given.
Relationship between Achievement Goal Orientation and Academic Achievement among Form Three Students in Kiambu County, Kenya
(International Journal of Education and Research, 2018-04) Ng’ang’a, Maria Wacera; Mwaura, Peter A. M.; Dinga, Jotham N.
In the last five years (2013 to 2017), poor academic achievement has been experienced in Kiambu County, despite government interventions. Most researchers attribute this to socio-cultural factors with little done to explain personal factors which may contribute towards students’ academic achievement. The study was designed to determine the relationship among students’ achievement goal orientation, and academic achievement in Kiambu County. The study was guided by the goal orientation theory. The research adopted mixed methods sequential explanatory design. The targeted population was all year 2017 Form Three students in Kiambu County. Purposive sampling was used to select Gatundu South Sub-county. Using stratified random sampling 12 schools were selected. Through proportionate stratified sampling, one girl’s only and one boys’ only boarding, one co-educational boarding and nine co-educational day schools were selected. Simple random sampling was used to select 665 participants. Achievement goal orientation scales were adopted and used to measure achievement goal orientation. Purposively, 40 respondents were selected from those who filled the questionnaires for an interview to cross check the quantitative data. Academic achievement was inferred from students’ examination grades obtained from school records. The quantitative data was analyzed using SPPS version 21. Qualitative data was analyzed thematically. A pilot study on 40 students was conducted in a school within the County. Data collected was analyzed using both descriptive and inferential statistics. Hypotheses was tested at a =.05 level of significance. The findings revealed that all the domains of achievement goal orientation significantly correlated to academic achievement (r (630) =.310, p<.05).The highest relationship was observed between performance avoidance (r (630) =.355, p<.05). Based on the findings, teachers, parents and all concerned stake holders should work together in creating conducive environment for fostering development of domains of achievement goal orientation found to have a positive predictive value on academic achievement.
Relationship Between Perceived Competence And Academic Achievement Among Form Three Students In Kiambu County, Kenya
(IJIRAS, 2018) Ng’ang’a, Maria Wacera; Dinga, Jotham N.; Mwaura, Peter A. M.
Poor academic achievement has been experienced in Kiambu County, despite government interventions and education being an important sector in individual and national development. Most researchers attribute this to socio-cultural and classroom environmental factors with little done to explain personal factors which may contribute towards students’ academic achievement. The study was designed to determine the relationships among students perceived competence and academic achievement in Kiambu County. The study was guided by intelligence theory. The research adopted mixed methods sequential explanatory design. The targeted population was all year 2017 Form Three students in Kiambu County. Purposive sampling was used to select Gatundu South Sub-county. Using stratified random sampling 12 schools were selected. Through proportionate stratified sampling schools were selected. Simple random sampling was used to select 665 participants. Perceived competence scales were adopted and used to measure perceived competence. Academic achievement was inferred from students’ examination grades obtained from school records. The quantitative data was analyzed using SPPS version 21. Qualitative data was analyzed thematically. Data collected was analyzed using both descriptive and inferential statistics. The two sub-scales of perceived competence were found to be negatively correlated to academic achievement. The highest relation was found between entity perceived competence r (414) = - .192 p <.01). To determine a prediction model multiple regression analysis was used. Overall, the findings support the need for alternative methods of evaluating students’ competencies.
Socio-demographic Correlates of Academic Achievement Among Kenyan Adolescents
(Thiruvananthapuram, 2010) Muthee, Jessina; Immanuel, Thomas
The present study was undertaken to explore the socio-demographic correlates of academic achievement among Kenyan adolescents. A proportionate stratified sample of standard eight pupils (101 boys and 99 girls) were used for the study. The important variables considered in the study were gender, type of school, socio-economic status, and home environment. Statistical techniques like Pearson r and t-tests were used for analyzing the data. The results indicated that almost all the socio-demographic variables, viz., educational status of father and mother, occupational status of father, monthly income of the family, overall socio-economic status of the family, home environment, and number of brothers of the respondents, correlated positively with academic performance. At the same time, occupational status of the mother and number of sisters of the respondents failed to show significant relationship with academic performance. The results oft — tests revealed that there is no gender difference in academic performance, but significant differences existed between public and private schools in percentage of marks obtained by the students.
Utilization of allocated time and academic achievement: a survey of secondary school students in Kenya.
(2013-06) Waweru, Samuel N.
This paper describes a study that determined the relationship between utilization of allocated time and academic performance of secondary school students in Kenya. The study employed the survey design to obtain the research data. This study was conducted in secondary schools in five Counties in Central Kenya. Stratified sampling was used to select 40 schools, comprising 20 schools from the top performing category and 20 from the bottom performing category. Study participants comprised 381 respondents drawn from the 40 schools. Data was collected using questionnaires and analysed using Pearson correlation coefficient. The study concludes that schools performing well in national examinations were putting more emphasis on time-on-task. The study recommends that school administrators and teachers should put more emphasis on time-on-task and ensure opportunity to learn for all students.

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