MST-Department of Educational Psychology

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Academic Engagement and Learning Approaches as Predictors of Academic Achievement among Form Three Students in Machakos County, Kenya
(Kenyatta University, 2022) Masila, Judith Nthenya; Anthony Ireri
The academic achievement of most secondary school learners in Kangundo Sub County has been below average for the period between 2015 and 2019. Studies have shown that cognitive variables influence academic achievement of students. However, the studies that have been conducted so far involved samples of students from other areas that differ from Kangundo Sub County in many aspects. This study examined academic engagement and learning approaches as predictors of academic achievement. The objectives of the study were to; examine the relationship between cognitive engagement and academic achievement among form three students, investigate the relationship between emotional engagement and academic achievement among form three students, examine the relationship between deep approach to learning and academic achievement among form three students, find out the relationship between surface approach to learning and academic achievement among form three students and to develop a regression model to predict academic achievement from academic engagement and approach to learning.The study used a correlational design. The study was based on social cognitive theory and engagement theory. The target population comprised of 24 secondary schools in Kangundo Sub County. The target population of the students was 2640 form three students in the year 2020. Purposive sampling and simple random sampling techniques were used to select the sample. The sample size consisted of 10 secondary schools and 417 students. A pilot study was done in one school involving a sample of 30 students to establish the validity and reliability of questionnaires. The researcher collected data from the respondents using self-administered questionnaires. Frequencies, mean, standard deviation and percentage were used to analyze background information and describe academic engagement, approach to learning and academic achievement data. Inferential statistics was used to test research hypotheses. The study established that cognitive engagement and academic achievement had a positive significant correlation r (368) = .22, p < .05). Emotional engagement and academic achievement had a significant correlation, r (368) = .31, p < .05. There was a significant positive correlation between deep approach to learning and academic achievement, r (368) = .27, p < .05. There was a weak positive correlation between surface approach to learning and academic achievement, r (368) = .12, p < .05. Only 14% variance in students’ academic achievement was accounted for by cognitive engagement, emotional engagement, deep approach and surface approach to learning. The multiple correlation coefficient was 0.37 which indicates that the independent variables moderately predict academic achievement. R square was 0.14 implying that 14% variance in academic achievement is explained by cognitive engagement, emotional engagement, deep approach and surface approach. The study recommends that teachers should strive to enhance cognitive engagement, emotional engagement and guide the students to adopt deep approach to learning in order to enhance academic achievement. Student counsellors may leverage on the study findings when designing guidance programs that focus on enhancement of academic engagement and adoption of deep approach to learning for better learning outcomes.
Academic Resilience and Self-Efficacy as Predictors of Academic Achievement among Form Three Students in Trans-Nzoia County, Kenya
(Kenyatta University, 2023) Angeline, Kelly; Anthony Muriithi Ireri
For the past five years, 2015 to 2019 Trans-Nzoia County has shown a low academic achievement in Kenya Certificate of Secondary Education (KCSE) among students. Little has been done in this area to establish how academic achievement relates with academic resilience and academic self-efficacy among form three learners. The aim was to explore how academic resilience and self-efficacy related with academic achievement. The study objectives were: To examine whether there is a relationship between academic resilience and academic achievement, to examine how academic self-efficacy correlates to students’ academic achievement, to establish differences in gender in students’ academic resilience and academic self-efficacy and to determine how academic achievement is predicted from academic resilience and academic self-efficacy. Flach’s theory of resilience and social cognitive theory by Bandura were applied in this study. Correlational research design was used and the study targeted 1500, form three learners in Kiminini Sub-County in the year 2021. Kiminini Sub County, public secondary schools and form three students were purposively sampled. The number of participants per school was proportionately determined and 306 participants were randomly picked. Data was collected using academic resilience and academic self-efficacy scales. Students’ academic achievement was obtained from students’ progressive records. To ascertain whether research tools used were reliable and valid, piloting was done. SPSS (Version 21) aided analysis of data. The hypotheses were tested by both descriptive and inferential statistic. Pearson correlation and multiple regression analysis were employed to test research hypothesis. Findings indicated a strong relationship between academic resilience and academic achievement, r (279) = .65, p < .05. Academic self-efficacy significantly and moderately correlated positively with academic achievement, r (281) = .46, p < .05. Gender differences were statistically significant in academic resilience, t (279) = - 4.11, p < .05. Significant gender differences also existed in academic self-efficacy, t (279) = -4.74, p < .05. R squared value was 0.54 showing that 54% of the variance in academic achievement could be attributed to academic resilience and self-efficacy. This study recommends that teachers should utilize the findings to come up with suitable instructional methods and guidance programs to help students enhance their self-efficacy and resilience skills for better learning outcome.
Antecedents of Academic Procrastination and its Relationship to Academic Achievement among Form Three Students in Kiambu County, Kenya
(Kenyatta University, 2022) Njuguna, Magdalene Nungari; Cecilia Mwangi
The aim of this research was to examine the antecedents of academic procrastination and its relationship to academic achievement. Antecedents of academic procrastination featured in the current study were test anxiety and perception of academic stress. Academic achievement has been greatly studied in connection with psychological constructs like self esteem, self efficacy, self motivation, self regulation and fear of failure. However, the relationship between antecedents of academic procrastination and academic achievement has not been extensively researched. The specific objectives were: to find out the relationship between test anxiety and academic procrastination, to establish the relationship between perception of academic stress and academic procrastination, to determine the relationship between academic procrastination and academic achievement and to establish a prediction equation of academic achievement from test anxiety, perception of academic stress and academic procrastination. The study was guided by temporal motivation theory which suggests that people will always prioritise activities which promise the highest utility and procrastinate when the utility of doing a certain task is low. The study adopted a correlational research design while purposive sampling, proportionate sampling and stratified sampling were used to select 410 form three students. Questionnaires were used to collect data from the participants. Piloting of questionnaires was done in one public secondary school in Gatundu South Subcounty, Kiambu County before collecting the actual data. Descriptive statistics such as means, percentages and frequencies were used to summarize the collected data. Pearson’s Product Moment Correlation Coefficient and Multiple Regression Analysis were used to test the stated null hypotheses set at α=0.05. Analysis of the collected data was done using SPSS version 20.0 for windows. The results provided evidence that there was positive correlation between test anxiety and academic procrastination (r (342) =.19, p =.00), likewise a positive correlation between perception of academic stress and academic procrastination (r (342) = .29, p = .00). Further the study established that there was a significant negative correlation between academic procrastination and academic achievement (r (342) = .271, p < 0.01). The equation for predicting academic achievement from test anxiety, perception of academic stress and academic procrastination was significant (F (3,338) = 15.338, p = .00). Major recommendations of the study were: Secondary school administrators should develop programs that can assist students to cope with test anxiety during examination period. Students can learn effective ways of curbing academic procrastination and academic stress so as to enhance their overall academic achievement.
Emotional Intelligence and Academic Self-Efficacy Beliefs As Predictors of Academic Achievement among Form Four Students in Kiambu County, Kenya
(Kenyatta University, 2020) Muiga, W. Jane
The aim of this study was to establish if emotional intelligence and academic self- efficacy beliefs significantly predict academic achievement among form four students in public secondary schools in Kiambu County, Kenya. Specifically the study sought to find out the relationship between emotional intelligence, academic self-efficacy beliefs and academic achievement and to develop the prediction equation of academic achievement from emotional intelligence and academic self-efficacy beliefs. The study was anchored on social cognitive theory developed by Bandura in 1986. This study used correlational research design. Data were collected from 11 secondary schools out of 43 secondary schools in Kiambu Sub-County. The study sample comprised of 390 students from the 11 secondary schools. Two types of sampling procedures; proportionate sampling and simple random sampling were used to select the sample. The form four students who participated in the study were selected using simple random sampling. Self-Efficacy Questionnaire and emotional intelligence scale were u sed as the primary tools to collect data. Pilot study was conducted in one school in Kiambu Sub County to establish the validity and reliability of the research tools. Demographic data were analyzed by use of descriptive statistics and emotional intelligence, academic achievement and self-efficacy data were analyzed by use of inferential statistics (Pearson correlation, regression analysis and one way ANOVA) with the help of SPSS.The findings revealed that emotional intelligence and academic achievement had a significant positive relationship (r (374) = .24, p = .00). The results of one way ANOVA on the mean differences in academic achievement scores based on the three levels of emotional intelligence, showed that the three groups differed significantly. A significant positive correlation was found between academic self-efficacy and academic achievement (r (374) = .23, p < .05). Further analysis using one way ANOVA showed that there were significant mean differences in academic achievement scores of the students with different levels of academic self-efficacy (F(2, 371) = 7.32, p < .05). Post hoc analysis results using Tukey’s Honestly Significant Difference indicated that academic achievement scores of students with low and high academic self-efficacy beliefs differed significantly.Regarding the prediction of academic achievement from emotional intelligence domains and academic self-efficacy, the results indicated that the independent variables significantly predicted the dependent variable (F (6, 367) = 9.29, P = 0.00). The study makes the following recommendations; student counsellors, teachers and school administrators should come up with training program for students on the development of emotional intelligence skills. Curriculum designers and education planners should include academic self-efficacy training in the course content so that all secondary school students are equipped with these skills to improve learning outcomes. All the stakeholders in education sector should ensure that secondary schools provide positive learning experiences to enhance development of cognitive constructs that enhance academic achievement.
Parental Support, Communication and Supervision of Home Work as Predictors of Academic Achievement among Standard Seven Pupils in Nairobi City County, Kenya
(Kenyatta University, 2022) Muyakui, Wachiya Indimul; Theresia, K. Kinai
This study aimed at establishing whether parental factors namely support, communication and supervision of homework relates to children’s academic achievement. The study has five objectives: to establish the reltioship between parental support and children’s academic achievement; to find out how parental communication relates to academic achievement; to determine the relationship between parental supervision of homework and their children’s academic achievement; to establish a predictive equation of parental support, parental communication, supervision of homework and academic achievement and to test for existence of gender differences in parental support, communication and supervision of homework relative to the academic achievement of their children. Bronfenbrenner’s theory of ecological systems formed the basis of this study. The targeted population was 1645 standard seven pupils studying in the public primary schools located within Kasarani Sub-County in Nairobi City County. The study’s sample was 313 students. The study area, schools and participants to be involved were arrived at using purposive, proportionate and random sampling methods respectively. Pupils’ academic achievement was derived from the examination results. Validity and reliability of the research tools was confirmed through piloting process whose findings showed consistency to this study’s findings. Statistical Package for Social Sciences (SPSS, Version 21) was employed in analyzing data.Summary of data was done using descriptive statistics and results presented in tables. Three statistical tests namely, Pearson product moment correlation, multiple regression and t-test for independent samples were used to test the hypotheses. This study found that parental support correlated positively and significantly to academic achievement (r (283) = .40, p < .01), Parental communication was also found to relate positively and significantly to academic achievement( r (283) =.55, p<.01). It was found that parental supervision of homework and academic achievement had positive and significant correlation (r (283) =.36, p < .01). This study found that there are no significant gender differences in parental support (t (283) =.-0.49, p = .62), parental communication ( t (283) = 1.94, p = .054), and parental supervision of homework (t (283) = -0.39, p = .69). Finally, the results established that parental support, communication and supervision of homework significantly predicted academic achievement. The key conclusion was that parental support, communication and supervision of homework are positive and significant correlates as well as significant predictors of academic achievement. The recommendations of this study were that policies should be formulated to enhance parental involvement and educational measures should be taken to enhance academic achievement of the girls. Further research should be conducted in other counties on parental attributes not covered in this study using mixed methods research design.
Personality Traits and Grit as Predictors of Academic Achievement of Form Three Students in Public Secondary Schools in Murang’a County, Kenya
(Kenyatta University, 2022) Mugo, Stephen Mbuthia; Samuel M. Mutweleli
There has been poor performance in public secondary schools in Murang’a County. This study therefore, aimed to determine the relationships between students’ HEXACO personality traits, grit and academic achievement among form three students in Murang’a County. Also tested were differences in HEXACO personality traits and grit. HEXACO personality traits theory and grit theory guided this study. Correlational research design was used and only form threes participated. Purposive sampling helped to select Murang’a County while stratified random sampling enabled the researcher to arrive at 10 schools. Through proportionate stratified sampling, two boys’ boarding, two girls’ boarding schools, three co-educational boarding schools and three co-educational day schools were selected. Simple random sampling helped to get 379 respondents. HEXACO personality inventory revised and grit scales were used to measure HEXACO personality traits and grit respectively. Piloting was done on 30 students from a mixed day school. Academic achievement was provided by class teachers. HEXACO personality traits, grit and academic achievement data was analyzed by use of SPSS. The findings showed that HEXACO personality traits and academic achievement did not have a significant positive relationship. The results of one way ANOVA on the mean differences in academic achievement scores based on the six domains of HEXACO personality traits, showed a positive correlation. A significant positive correlation was found between grit and academic achievement. Concerning the prediction of academic achievement from HEXACO personality traits and grit, the results showed that both the variables significantly predicted academic achievement. The following recommendations are made from this study; educational experiences should help the students to improve their HEXACO personality traits and grit skills. Grit training may be incorporated in normal school learning for better results. Also, HEXACO personality traits can be taught to learners to enhance their leaning in school for better performance.
Relationship among Academic Self-Efficacy Personality Traits and Academic Achievement of Form Three Students of Nairobi City, Kenya
(Kenyatta University, 2021) Ouma, Christine Juma; Chrispus. K. Wawire
When students post low grades in national examinations, most of the time it is attributed to; poor learning strategies, burnout among teachers, lack of motivation among learners and other issues like inadequate resources in schools. Little attention is normally paid to the contribution of learners’ personalities and self-efficacy. It is in this light that this study sought to determine the relationship among academic self-efficacy, personality traits and academic achievement. The study was guided by seven objectives. This study adopted a correlational design and was done in Makadara Sub-county in Nairobi City. The target population was all form three students in Makadara Sub-county. Purposive sampling was used to determine the area of study and target population while stratified random sampling and simple random sampling were employed to get the schools and sample for this study. A sample of 169 students from three schools was selected. A self-administered questionnaire consisting of 15 and 50 items on the areas of academic self-efficacy and personality traits respectively were used as the research instrument. A pilot study was conducted in one of the schools which was excluded from the final sample. The data for this study was coded and analyzed using SPSS version 25. Both descriptive and inferential methods were used to analyze the data. Pearson Product Moment correlation was used to determine the relationship between academic selfefficacy and academic achievement and to determine the relationship between the various personality traits and academic achievement while multiple regression was used to determine the interaction effect between academic self-efficacy, personality traits and academic achievement. The findings of the study indicated that; there is a strong positive and significant correlation between academic self-efficacy and academic achievement ( r (167)=0.73, p<0.05); a positive significant relationship exists between agreeableness and academic achievement(r (167)=0.826, p<0.05); extroversion correlated negatively to academic achievement ( r (167)= -0.49, p<0.05) ; no significant relationship was recorded between conscientiousness and academic achievement ( r (167) = 0.01, p >0.05); a moderate positive correction between openness to experiences and academic achievement of learners ( r (167)=0.48, p<0.05); there existed a significant strong negative correlation between neuroticism (r (167)=-0.69, p<0.05) and academic achievement and finally a positive and significant relationship between academic self-efficacy, personality traits and academic achievement of learners. It was also revealed that 62.5% of the variations in academic achievement can be attributed to academic self-efficacy and personality traits. The study recommended that policy makers should develop a curriculum that would inform students on the various personality traits and design ways to mitigate challenges that they may face in school so as to improve their academic performance

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