PHD-School of Education

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This collections contains bibliographic information and abstracts of PHD theses and dissertation in the School of Education held in Kenyatta University Library

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Browsing PHD-School of Education by Subject "academic buoyancy"

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    Proximal predictors and outcome of academic buoyancy among form three secondary school students in Migori County, Kenya
    (Kenyatta university, 2020-05) Olendo, Akinyi Rosemary; Koinange C. Wawire; Doyne K. Mugambi
    Students from Migori County persistently perform poorly compared to those of the neighbouring Counties. Studies in Migori County have concentrated more on other factors affecting academic achievement and left out academic buoyancy. Yet reviewed literature indicates a link between academic buoyancy and academic achievement. The aim of this study was therefore to investigate if there was a relationship between proximal predictors and academic buoyancy, to establish the predictive role of proximal predictors on academic buoyancy and subsequently the prediction of academic achievement from academic buoyancy with sex as the moderator variable. The researcher employed resilience theory and used explanatory sequential mixed methods design to collect data from secondary students of form three. The study targeted all form three students in Migori County, Kenya. Participating schools and students were sampled using purposive, stratified, cluster and simple random sampling. A total of 469 participants were drawn from 21 secondary schools. Academic Buoyancy Scale and, Motivation and Engagement Scale (High school) were adapted and used to collect quantitative data. An in-depth interview comprising 10% of those students found buoyant from the analysis of quantitative data were used. Through document analysis of the student’s academic records, academic achievement was thus inferred. To establish the validity and reliability of the research tools, a pilot study was conducted. The pilot study sample comprised of 47 participants drawn from co-educational and single sex secondary schools. Qualitative data were thematically analyzed while quantitative data were analyzed using SPSS. The statistical tests used included Pearson’s r, simple and multiple regression, and independent samples t-test together with descriptive statistics. All hypotheses were tested at p < .05 level of significance. The results revealed strong positive and statistically significant correlation between academic buoyancy and self-efficacy (r (469) = .76, p < .05); a weak positive but statistically significant correlation between academic buoyancy and; self-control (r (469) = .18, p =.05); academic engagement (r ( 469) = .22, p < .05); and teacher-student relationship (r ( 469) = .19, p < .05). Additionally, a very weak non-significant positive correlation coefficient (r) was established between academic anxiety and academic buoyancy (r (469) = .04, p > .05). The independent samples t-test did not establish any significant gender differences among the study variables. Regression analysis revealed that self-efficacy, teacher-student relationship and self-control significantly predicted academic buoyancy and further, academic buoyancy significantly predicted academic achievement. In conclusion therefore, self-efficacy, teacher-student relationship and self-control have an effect on academic buoyancy, and subsequently, academic buoyancy affected student’s academic achievement. This study therefore recommends that intervention be directed towards enhancing students’ self-efficacy, self-control and teacher-student relationships which have a bearing on academic buoyancy and subsequently, academic achievement.