PHD-School of Education

Permanent URI for this community

https://repository.ku.ac.ke/handle/123456789/296
This collections contains bibliographic information and abstracts of PHD theses and dissertation in the School of Education held in Kenyatta University Library

Browse

Browsing PHD-School of Education by Subject "Academic Achievement"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Effect of School Heads’ Transformational Leadership Practices on Students’ Academic Achievement in Public Senior High Schools in Kumasi Metropolitan, Ghana
    (Kenyatta University, 2020-07) Gyansah, Samuel Tieku
    Transformational leadership practices have the capacity to deal with the leadership ills confronting secondary education in Ghana. The study sought to determine the effect of school heads’ idealized influence, inspirational motivation, intellectual stimulation, and heads of schools’ individual consideration leadership practices on students’ academic achievement in public Senior High Schools (SHS) in Kumasi Metropolitan, Ghana. The study adopted the transformational leadership theory espoused by James McGregor Burns (1978) and supported by Bass (1985). The convergent parallel design, a mixed methods approach was engaged for this study. The target population was 17370, consisted of 19 heads of schools, 2122 teachers, and 15229 students. This study on the basis of Slovin’s sample calculation formula sampled 424 teachers and 552 students from the 19 schools selected. The study further employed Kothari’s proportional representation method to determine sample size for teachers and students for each school. The study used random sampling technique to sample students and teachers from the schools. Data were collected with questionnaire and interviews. Experts in Educational Management were requested to address the content validity of the data collection instruments for the study. Cronbach’s Alpha test indicated a value of 0.9, showing that the instruments were reliable. Descriptive and inferential statistics were used to analyze the quantitative data. In descriptive statistics, frequency, weighted average, standard deviation, and percentages were used. OLS regression analysis was employed to determine the effect of the independent variables on dependent variable. The study controlled for factors (sex of student, family structure of student, average age of teachers in a school, sex of teachers for a school, average educational attainment of teachers in a school, average teachers’ rank in a school, average number of years teachers have spent in a school) that could influence students’ academic achievement. Analyzed quantitative data were presented in tables. Qualitative data was analyzed thematically and analyzed data presented in narratives and in verbatim forms. The study used 5% significance level. The study found out that idealized influence, inspirational motivation, intellectual stimulation and individualized consideration had significant positive impact on students’ academic achievement. The leadership practice that had the highest regression value was inspirational motivation, which was 1.0. The study recommends that school heads should adopt transformational leadership practices to ensure improvement in students’ academic achievement.
  • Thumbnail Image
    Item
    Emotional Self-Regulation and Risk Taking Behaviour as Predictors of Academic Achievement among Form Two Students in Nairobi City County, Kenya
    (Kenyatta University, 2023) Wakanyi, Kimani Patricia; Philomenah Ndambuki; Samuel Mutweleli
  • Thumbnail Image
    Item
    Influence of Instructional Strategies and Learning Environment on Academic Achievement of Students with Hearing Impairments in Selected Public Universities in Kenya
    (Kenyatta University, 2020-09) Laki, Peninnah Mbaluka
    The purpose of this research study was to investigate and analyse the influence of instructional strategies and learning environment used by lecturers on academic achievement of students with hearing impairments in selected public universities. The objectives of the study were: establish support services in the learning environment for students with hearing impairment, identify the teaching methods used by lecturers to teach students with hearing impairments, identify the resource materials used to instruction of students with hearing impairments, determine whether the lecturers who teach students with hearing impairments, have relevant skills and establish the influence of instructional strategies and learning environment on academic achievement of students with hearing impairments. The research adopted a descriptive survey design whereby both quantitative and qualitative approaches were used. A pilot study was conducted to establish the validity and reliability of the research instruments. Data was then collected from lecturers, Dean of students’ affairs, chairpersons of Departments that offer university common units and students with hearing impairments. The universities were selected due to the fact that they admit students with Special Needs; hence, they have rich information on the theme of the study. Target population was composed of three Deans of Students’ Affairs, 15 chairpersons, 462 lecturers and 70 students with hearing impairments. On data analysis, the statistics were generated by means of statistical package of social sciences (SPSS) version 22.0, while qualitative data was analysed through narrative analysis and thematic approach. The findings revealed that lecturers who teach student with hearing impairments are not inducted on relevant teaching methods and 50.2% of them mainly modify seating position of students with Hearing Impairment. Selected public universities have no policy guidelines for students with HI. The study also revealed that lecturers are not specially trained to teach students with HI. Resource materials used were fair as reflected by 55.7% of students with HI. The selected public universities have inadequate resource materials for students with Hearing Impairments. Additionally, across the selected public universities medium of instruction was significantly different (χ2 = 42.298, P = 0.0001). Students’ respondents showed that the number of sign language interpreters were crucial but not enough for students with hearing impairments. Following these findings, the study recommended University Councils to avail bursaries for students with HI, and Higher Education Loans Board (HELB) to allocate more funds to students with hearing impairments pursuing higher education in public universities to enable them to purchase hearing aids which are expensive.
  • Thumbnail Image
    Item
    Motivational, Affective and Self Regulatory Processes as Predictors of Academic Achievement Among Secondary School Students in Bomet County, Kenya
    (Kenyatta University, 2020-02) Soi, Gilbert Kipngetich
    Poor performance in national examinations in secondary schools is still a major challenge. The cause of poor academic performance has been attributed to environmental and instructional practices with less focus on motivational, affective and self regulatory processes which contributes to students’ academic achievement. This study sought to find out how motivational, affective and self regulatory processes affect academic achievement of secondary schools students. The purpose of the present study was to investigate motivational, affective and self-regulatory processes as predictors of academic achievement among secondary school students. This study was guided by the self efficacy and attribution theories. In this study, an ex-post facto (causal comparative) research design was used. The study was carried out in nine secondary schools in Bomet County, Kenya. The population was 2346 students in the 75 schools. The sample for the study consisted of 243(126 females and 117 males) pupils drawn from the nine schools selected through stratified and random sampling techniques. The data on demographic characteristic, motivational, affective, self-regulatory processes and academic achievement was collected through adapted self report questionnaires and by accessing their pre mock and mock results of 2016 academic year from the county Education Office (CEO). Documentary surveys, interviews, observations and check lists were also used for data collection. Pilot study was carried out with a sample of 30 form three students from a mixed secondary school in Bomet County. This was done to better the reliability and validity of the research instruments. Both descriptive and inferential statistical procedures were used to analyze data from the sampled schools. Data was analyzed and tabulated using descriptive statistics generated from Statistical Package for Social Sciences. T-test was used to assess sex differences in the motivational, affective, self-regulatory processes and academic achievement of students. The Pearson correlation coefficient was used to assess the relationship between motivational, affective, self regulatory processes and academic performance. Multiple regression analysis was used to establish the predictive weights of the three variables on academic achievement. The study found significant relationships among motivational, affective, self-regulatory processes and academic achievement of students. T-test findings also indicated that there were significant gender differences in students’ motivational, affective, self-regulatory processes and academic achievement of students. The study is significant in that it may help improve students’ teaching learning strategies. In conclusion, the study found significant predictive model of academic achievement from motivational, affective and self-regulatory processes. The study came up with several policy recommendations and suggestions for further research. The study recommended that Parents should ensure that home provides children adequate emotional support and encouragement for their learning and that the government should motivate teachers through steady setting up of seminars, workshops and symposia in order to enhance academic achievement. Implications of the research are reviewed.
  • Thumbnail Image
    Item
    Physical Disabilities Induced by Road Traffic Accidents and their Effect on Academic Achievement of Survivors’ Children in Kiambu County, Kenya
    (Kenyatta University, 2021) Mpekethu, Mutia Jacob; Franciscah Irangi Wamocho; Beatrice Bunyasi Awori
    The purpose of this study was to assess the disabilities induced by Road Traffic Accidents (RTAs) and their effect on the academic achievement of the survivors’ children in Kiambu County, Kenya. A descriptive research design was utilized involving both qualitative and quantitative techniques. The target population was 210 road traffic accident survivors, 420 children, one senior authority from the Ministry of Education and another official from the County Government of Kiambu. Purposive sampling method was utilized to sample survivors who had lived with the disability for a time of not less than 5 years. An aggregate of 126 participants were involved during data assortment. Questionnaires were used to collect data from the RTAs survivors and their children, interview guides were used to collect data from the senior official from the Ministry of Education and the county government official. Finally, document analysis was used to collect data on the academic performance of RTAs survivor’s children. Quantitative information was analysed descriptively and inferentially based on need and relevance. Qualitative information was analysed through thematic prose conversations. Information was presented utilizing Tables and Figures. The discoveries show that majority (82.1%) of the learners had the option to proceed with their studies after the mishap, yet some needed to change their learning institutions because of unaffordable fee rates or had to move to upcountry. Further, the investigation findings likewise discovered that majority (88.1%) of guardians couldn't uphold their kids' instructive undertakings which saw a majority (88.89%) of the kids fail to accomplish their scholarly achievements. From the paired T-Test results, it was tracked down that the mean difference in scholastic results of the offspring of RTAs survivors prior and then after the accident was statistically significant at (p=0.000<0.05). It was found that the majority (90.5%) of RTAs survivors and their youngsters got no type of help from any association, insurance agency or government offices. The investigator tracked down that the connection between the survivors and their youngsters with the local people turned out to be more terrible after the accident. It was also found that the majority (76.2%) of the respondents agreed that there were stereotypes associated with disabilities in general, but more specifically, there were those directly associated with RTAs. From the interview, it was discovered that there were no particular strategies focusing on RTAs survivor's kids for their instructive accomplishment. The investigation prescribes the Ministry of Education to foster a policy framework that guarantees RTAs survivors’ children of continued education without disruption. It should make it compulsory that the offspring of RTAs survivors are deliberated when budgeting for allocation on special needs youngsters to guarantee that their schooling undertakings are accomplished.