MST-Department of Educational Psychology

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Browsing MST-Department of Educational Psychology by Subject "Achievement"

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    Elf-Efficacy and Learning Styles as Predictors of Students’ Chemistry Achievement in Public Secondary Schools in Nakuru County, Kenya
    (Kenyatta University, 2023) Kebaso, Dennis Omesa; James Oluoch
    KCSE results released each year indicates that Chemistry is among the poorly done subjects in national evaluations and this is a big impediment towards realization of vision 2030 and making Kenya an industrialized country. Underachievement in Chemistry amongst secondary schools in Njoro Sub-County has dimmed the hopes of many students in progressing into higher institutions to study science-based courses. Paucity of studies in Njoro Sub-County underscores the rationale of undertaking the study to predict the relationship between learning styles and self-efficacy in Chemistry achievement. The study was based on establishing how self-efficacy and learning styles predicts achievement in Chemistry among Form three secondary school students in Njoro Sub-County, Nakuru County, Kenya. Through the study, the researcher addressed cases of poor Chemistry achievement among public secondary school students in the Sub-County. Study objectives were: To establish the relationship of self-efficacy on Chemistry achievement of form three students, determining the relationship of learning styles on students’ Chemistry achievement, finding out learning styles preferences in Chemistry achievement among form three students and to find out the predictive weight between learning styles, self-efficacy and students’ Chemistry achievement. The research was centered on a theory advanced by Bandura (1989) called Social Cognitive framework and also Visual, Auditory and kinesthetic model advanced by Neil Fleming (1995). All the form 3 learners in Njoro Sub-County were the target population and correlational research design was adopted in the study. Purposive sampling was used to sample Njoro Sub-County. In order to segment the 47 secondary schools in Njoro Sub-County into subgroups, stratified sampling technique was applied. Within subgroups simple random technique was utilized to sample fourteen schools and as well to sample the participants whereby the sample size was determined to be 400 students. The following tools of research were adapted to collect data: Chemistry Students Learning Styles Scale, Chemistry Students Self-efficacy questionnaire and end term examination results in Chemistry which was used as a measure of the students’ Chemistry achievement. SPSS was used in cleaning and analyzing data, descriptive such as graphs, means and percentages were used and inferential statistics such as Pearson correlation coefficient and multiple regression were employed in coming up with the findings. Reliability and validity of research instruments was determined through Pilot study carried in 2 schools in the nearby Molo Sub-County and specifically Cronbach alpha was applied in determining reliability. Results from the study indicates a positive and significant relationship among self-efficacy and Chemistry achievement r (360) =.78, p <.05. Concerning learning styles, results established a positive and significant relationship between auditory, kinesthetic and visual learning preference and Chemistry achievement. For auditory preference the correlation was positive and significant (r(360)=.80, p<.05). For kinesthetic preference a positive and significant relationship was found (r(360)=.76,p<.05). Moreover, a positive and significant relationship was established for visual preference (r(360)=.74, p<.05). Further findings revealed that most respondents opted for visual learning preference (76.9%) as it was linked to higher Chemistry scores (mean score was 56.13). Also, results indicated that self-efficacy, auditory, visual and kinesthetic learning preference significantly affected Chemistry achievement (F(4,355), p = .00. Based on the findings it was recommended that parents and teachers should be concerned with activities that can reinforce students’ skills in self-efficacy and learning styles. Further research was recommended in exploring what should be done to ensure students practice self-efficacy and learning styles.