MST-School of Education

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

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Browsing MST-School of Education by Subject "Academic"

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    Academic Self-Efficacy and Locus of Control as Correlates Of Pupils’ Mathematics Performance in Public Primary Schools in Nyandarua County, Kenya
    (Kenyatta University, 2023-11) Kamau, Dorcas Njeri; Lucy Mawang
    Pupils in Nyandarua County, Kenya, persistently record poor mathematics performance in KCPE examinations. Studies in Nyandarua County have concentrated more on learning environment and teacher related factors, affecting mathematics performance, while limited studies have focused on pupils’ academic self-efficacy and locus of control. Therefore, this study aimed at establishing the relationship between academic self-efficacy and pupils’ mathematics performance in primary schools in Nyandarua County, Kenya. The study also sought to examine the relationship between locus of control and pupils’ mathematics performance. Subsequently, the prediction equation of pupils’ mathematics performance from academic self-efficacy and locus of control was established. Pupils’ age and gender were the intervening variables. Bandura’s socio cognitive learning theory and Rotter’s locus of control theory guided this study. Correlational research design was used. The study targeted all class eight pupils 1,810 (930 boys and 880 girls) in Kipipiri sub- county. Purposive sampling was applied in selecting the sub-county of the study and participating class, simple random sampling was used in selecting participating schools and participants, while stratified sampling was used to categorize participants into category of boys and girls. A total of 320 sampled participants were drawn from 8 public primary schools out of 67. The academic self-efficacy scale and locus of control scale were used to collect quantitative data. Mathematics performances were obtained from pupils’ mid and end of term two 2022 examination scores. A pilot study was carried among 35 participants and instruments were adjusted accordingly to improve reliability and validity. Statistical Package for Social Science (SPSS version 21) was used in data analysis. Data was analysed using both descriptive and inferential statistics including Pearson’s product moment correlation coefficient and multiple regressions. The study hypothesized that pupils’ academic self-efficacy and locus of control may positively influence their mathematics performance. The results revealed a positive and significant relationship between academic self-efficacy and pupils’ mathematics performance, r (312) =.61, p =.00. There was a positive and significant relationship between external locus of control and pupils’ mathematics performance, r (209) = .49, p = .00. The study found a positive and significant relationship between internal locus of control and mathematics performance, r (101) = .646, p = .00. There was a moderate positive interrelationship between locus of control and self-efficacy score as predictor variables and mathematics performance as the outcome variable, R = .63. R square value showed that locus of control and self- efficacy accounted for about 39% of the total variance in mathematics performance. The study recommends that parents, teachers, and other education stakeholders should work together and come up with guidance programs to help the pupils acquire more academic self-efficacy for success and internal locus of control for better performance in mathematics.
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    Oppositional Defiance Disorder as a Predictor of Academic Performance of Emotional and Behavioural Pupils in Public Primary Schools Kisii County, Kenya
    (Kenyatta University, 2022) Maumba, Okeyo Samuel; George Mathenge; Jessina Muthee
    The aim of this survey was to examine, oppositional defiance disorder as a predictor of academic performance among pupils in public primary schools in Kisii County, Kenya. This research used Descriptive survey research design helped the researcher understand individuals in terms of morality. The Study was delimited to oppositional defiant disorder and how it is affecting academic performance. Target population was 89 primary schools which was purposively selected based on researcher’s judgement and familiarity. The researcher selected the samples using stratified random sampling. Data collection methods were interview plans, questionnaires, and observation plans. One primary school was selected for the pilot project to test the validity and reliability of the research tool. Quantitative data was analysed using frequency counts, percentages, and descriptive statistics in the form of tables using SPSS computer programs, and qualitative data was analysed thematically. The survey established that teachers faced many challenges while instructing pupils in public primary schools. Head teachers and other stakeholders revealed that currently there are no intervention strategies in place to address the needs of pupils with oppositional defiance disorders in public primary schools. In conclusion, there were pupils with oppositional defiance disorders behaviours in school and to large extent there were no intervention or management strategies in place and teachers were not adequately prepared to meet the learning needs of these pupils which led to poor scores. The study recommends that the existing school programs should be strengthened to cater for the learning needs of pupils with oppositional defiance disorders and creation of inclusive schools to accommodate pupils with oppositional defiance disorders.
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    Relationship Between Socioeconomic Status and Academic Achievement Among Secondary School Students in Kakamega County, Kenya
    (Kenyatta University, 2019-10) Neondo, Fridah Everlyne
    The purpose of this study was to investigate the parents’ socioeconomic factors affecting student’s academic achievement in KCSE in pu lic secondary schools in Marama-south ward Butere sub-county. The main objectives of this research were: Esta lish how parental education level affected student’s academic performance in the KCSE, Examine the extent to which parental occupation influenced the student’s academic achievement in the KCSE and Asses how the household income of the parents affected student’s academic performance in the KCSE in Marama-south, Kakamega County. The study adopted family stress model which proposes that economic pressure experienced y parents’ increases parental stress which are associated with greater hostility generally by parents towards their children. Literature was reviewed along the following themes: parental education level, parental occupation and parental income levels in relation to student academic achievement in the national examination. Correlational research design and Chi-Square statistic were employed. The key variables for the study included independent variable (parental socio-economic status) and dependent variable (student academic achievement in KCSE). The locale of the study was Marama south in Kakamega County. The target population comprised of all the 300 form four students and 240 parents in public secondary schools in Marama south. Probability sampling was employed that yielded a sample size of 175 representing 58% of the students’ population and 175 representing 73% of the parents’ population. Questionnaires for oth students’ and parents’ were used as data collection instruments. Content validity was ensured by checking whether the items in oth students and parents’ questionnaires reflected o jectives stated. The reliability based on scales reported in terms of internal consistency of scores on items purported to measure the same concept. Data was analyzed in three forms; demographic information, descriptive and inferential statistics. Correlation, Regression analyses and Chi-Square tests were used respectively. The findings of the study are presented in tables of frequency distributions, percentages and pie charts. The study established a positive and statistically significant correlation between parental education level, parental occupation, parental income levels and the student academic achievement in the national examination, KCSE (r = 0.628, p = 0.001; r = 0.703, p = 0.001; r = 0.609, p = 0.001) at alpha 0.01 level of statistical significance respectively. Moreover, difference in students’ performance in KCSE in relation to their parents’ level of education was found to be significant (χ2 =56.253, df =6, P =.001). Thus, null hypothesis was rejected. The difference in students’ performance in KCSE in relation to their parents’ occupation was found to be significant (χ2 =87.624, df =6, P =.001), hence the rejection of the null hypothesis. Also, the difference in students’ performance in KCSE in relation to their parents’ income level was found to be significant (χ2 =56.739, df =6, P =.001). The null hypothesis was rejected. With regard to the study findings, the study concluded that the parent’s education level, occupation and income levels determined student’s academic achievement in the national examination, KCSE in Marama south in Kakamega County. It therefore recommended that adult and continuing education provision, expansion of job opportunities at the village level and diversification of sources of income for the residents of Marama south in Kakamega County to be done by individuals, civil societies and the national government.