MST-School of Education

Permanent URI for this community

https://repository.ku.ac.ke/handle/123456789/189

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

Browse

Now showing 1 - 13 of 13

Academic Achievement of Learners with Down Syndrome in Special Primary Schools for Learners with Intellectual Disability in Kiambu County, Kenya
(Kenyatta University, 2019-09) Lydia Wanjiku, Kamau
This study sought to analyse academic achievement of learners with Down syndrome in special primary schools for learners with Intellectual disability in Kiambu county. The study was guided by the following objectives: To Analyse academic achievement of learners with Down syndrome in special schools; to identify the instructional resources used by teachers to teach learners with Down syndrome; to assess the instructional strategies used in teaching learners with Down syndrome; and to examine the instructional challenges caused by Down syndrome secondary conditions. The study was guided by Social Cognitive Theory (SCT) of 1986 by Albert Bandura. This study adopted descriptive survey design. The study targeted the 6 head teachers, 74 teachers and 147 parents from the six special primary schools for learners with Intellectual disability in Kiambu County. Purposive sampling method was used to select the 6 head teachers, 44 teachers were randomly sampled and 40 parents were conveniently sampled translating to a total of 90 respondents. Questionnaires were used to collect data from the headteachers and teachers. Interview guide was conducted on parents/guardians and observation checklist was used by the researcher to observe learners with Down syndrome in class. Piloting was done at Waithaka special school to enhance validity and reliability of the research instruments. Questionnaires from the respondents were checked for completion. The data was analyzed using Statistical Package for Social Sciences (SPSS) computer program. The findings were presented in form of frequency tables, pie charts and bar graphs. Data collected from the interviews and observation schedules were analyzed using narrative descriptions. Study findings revealed that most of the learners with DS had communication difficulties. The findings further indicated that even though communication books, charts, pictures, visual schedule timetables and drawing items were available in special schools, they were inadequate. Secondary conditions of DS were characterized by fatigue, sleep complications, slow motor developmen, speech problems, poor counting skills, poor memory, lack of competetition among peers and poor social skills. The study concluded that engaging students with Down syndrome based on the individuality of their learning profiles had positive impacts on teachers' experiences. The study recommended that teachers should involve a wider body of professionals in order to improve the secondary conditions of learners with DS. The Ministry of Education should allocate more funds on instructional materials to special schools so that the resources can be adequate for all learners.
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.
Curriculum Support Officers’ Activities and their Influence on Academic Achievement in Public Secondary Schools in Makueni
(Kenyatta University, 2022) Kimweli, Alexander Mwau; Peter Nyaga Muchanje
Curriculum Support Officers have an obligation of ensuring that students perform well in their studies in secondary schools. However, in Makueni County, students register low KCSE performance compared to pupils in primary school and few transiting to universities with quality grades. Thus, this research aimed at assessing the influence of curriculum support officers on academic achievement in public secondary schools in Makueni County, Kenya. In particular, the study assessed the influence of curriculum support officers’ capacity building of teachers, classroom supervision of teachers, curriculum implementation activities and collaboration activities with stakeholders on students’ academic achievement in Makueni County. The theory of educational productivity guided the study. In this study, the researcher used descriptive survey research design. This study targeted 393 principals, 3420 teachers and 45 Curriculum Support Officers which totaled 3858 participants from which a sample size of 363 respondents was calculated using the Yamane’s Formula. This realized a sample of 45 principals and 272 teachers who were selected using stratified simple random sampling whereas 45 CSOs were selected using purposive sampling. A questionnaire was for collecting data from teachers and an interview guide from principals as did CSOs. A pilot study for the research instrument was conducted among 36(10% of the study sample) respondents. Quantitative data were analyzed using descriptive statistics. Inferential analysis was also done using Pearson’s Product Moment Correlation Analysis while presentation was done in tables. Qualitative data were analyzed thematically as per the objectives and presentation done in narrative forms. This research established that academic achievement of students in KCSE is still low and to mitigate this, CSOs have bene tasked to undertake capacity building of teachers, supervise teachers’ classroom activities, monitor curriculum activities and collaborate with stakeholders. The study recommends that CSOs may devise new approaches of training of teachers which may enable them acquire skills which can help deliver quality instructional services. In addition, the Ministry of Education increase the number of CSOs to enhance the process of timely supervision of teaching. The study may be significant to The Kenya Institute of Curriculum Development (KICD) in that they may partner with the stakeholders in secondary education to ensure that secondary school curriculum content is relevant and adequate.
Effect of Headteachers Performance of Administrative Tasks on Academic Achievement of Public Secondary Schools in Kismayo District, Somalia
(Kenyatta University, 2020) Mohamed, Yasin Hassan
The study assessed the effect of headteacher‟s performance of administrative tasks on academic achievement of the secondary schools in Kismayo. To secure and accelerate national development in Somali, there is need to enhance quality education through increased school mean score and increased number of students transiting to university and tertiary colleges. This has however been impossible as many schools in Kismayo continue to record low mean score and few students join university and colleges after their secondary education. This study purposed to assess the effect of headteachers‟ performance of administrative tasks on school academic achievement. The study explored four objectives as follows; to establish the effect of headteacher‟s performance of curriculum implementation on school academic achievement, assess the effect of headteachers performance human resource management tasks on school academic achievement; establish the effect of performance of financial management on school academic performance and the effect of physical facilities management on academic achievement of secondary schools in Kismayo. Systems theory by Durkheim in 1874 provided the theoretical underpinning for this study. Correlation research design was adopted on a target of 27 schools comprising of 399 teachers and 27 headteachers. The study adopted Morgan (1970) sampling formula and obtained a sample size of 93 teachers and 6 headteacher. To ensure study reliability the study sampled two schools from Berber district and obtained reliability Cronbach Alpha score of 0.72. SPSS version 23.0 summarized data that was presented in tables and figure. Findings from the study found that headteacher performance of administrative tasks affected academic achievement of schools. The study found that 52% of variation in sschool academic achievement was explained by headteachers‟ performance of administrative tasks. The study rejected the null hypothesis at F91, 27), 0.640, p=0.001. The study found that school achievement was highly affected by teachers‟ performance of curriculum instruction implementation, human resource management and financial resource management. This study thus concluded that headteacher performance of administrative tasks was a significant component in school academic achievement. The study thus recommends the need for the government and education partners in Somalia to increase headteachers‟ management training and provide more support in school administration.
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.
Headteacher’s Instructional Supervisiory Pratices Influence on Academic Achievement in Public Primary Schools in Kasarani Sub-County in Nairobi City County, Kenya
(Kenyatta University, 2020) Njogu, David Gakuya
Education is the best tool for reforms in the socio-economic and political arena worldwide. Primary Education makes a strong foundation in education. Learners academic achievement at this level of education is very important.Instructional supervision practices by the head teachers is important in enhancing the academic achievement among learners. Based on this insight, this study aimed at investigating how the head teacher‘s instructional supervisory practices influence the learner‘s academic achievement in public primary schools in Nairobi City County, Kenya. The study was specifically guided by the following objectives: To establish how often head teachers supervise the teachers during their instructional practices, to determine head teacher classroom observation practices on academic achievement of learners in the public primary schools, to appraise the head teachers assessment of teachers‘ professional documents in support of learners academic achievement , to assess head teachers instructional feedback practices in support of academic achievement of learners in the public primary schools. This study was underpinned by Symbolic Interactions theory coined by Blumer (1969). The study adopted the descriptive survey design and used a cross sectional survey method of data collection. The actual data collection was done through the use of interviews and questionnaires. The study targeted primary schools in Kasarani subcounty in Nairobi City County. Eight schools were sampled purposively. The eight head teachers from the sampled schools were selected as respondents of the study. Eighty (80) teachers were selected for the study using random sampling technique. The findings of this study were: that there was inadequate supervisory practice by the head teachers in the classrooms; that most of the head teachers gave feedback after classroom observation, that majority of head teachers checked professional documents without keenness.. The study recommended that: the head teachers be given in-service on their role as instructional supervisors and be helped to embrace the classroom observation practice as an instructional supervisory practice to ensure better academic achievement by the learners; the Quality Assurance and standards and the curriculum support officers should intensify their supervision in the primary schools in order to strengthen quality instructional supervisory practices by the head teachers; the supervisors should ensure that all the required professional documents are accurate before commencement of instructions; the supervisors should improve and give immediate and effective instructional feedback to the teachers. The findings of this study were envisaged to help the education policy makers to come up with policies that would improve instructional supervision. The result of the study could also help in offering in-service courses to both the teachers and head teachers on instruction techniques and classroom management.
Implementation of Individualized Educational Plan and Academic Achievement of Students in Ngala Secondary School for the Deaf, Nakuru County, Kenya
(Kenyatta University, 2022) Nellah, Kipyegon Jebet; BEATRICE BUNYASI AWORI; FRANCISCAH IRANGI WAMOCHO
Individualized educational plan is a learner centered instructional program developed by a multidisciplinary team to meet the academic needs of each learner in school. This study assessed the implementation of individualized educational plan (IEP) and academic achievement of students at Ngala Secondary School for the Deaf in Nakuru County, Kenya. The study focused on strategies used in IEP, effect of IEP and academic achievement and the challenges faced during its implementation. Data was collected from a target population of ninety-eight students, thirteen teachers and one administrator through purposive and stratified random sampling techniques. Purposive sampling was used on school administrator and teachers to select all the 13 teachers and 1 school administrator. On the other hand, stratified random sampling used to select a total of 24 students. The study sample comprised of 24 students, 13 teachers and 1 administrator leading to a total of 38 respondents. The research instrument included the use of questionnaires, interview schedules and document analysis. A pilot study was conducted at Kedowa Secondary School for the Deaf to enhance reliability and validity of the research instruments. Quantitative data were cleaned, labelled, coded, entered into a computer and organized using Statistical Package for Social Sciences (SPSS) version 30. Quantitative data were analyzed statistically using descriptive statistics such as percentages and frequencies. The analyzed data were presented using tables, bar-graphs and pie-charts. Qualitative data collected were grouped into different themes, presented as a narrative and discussed based on the objectives of the study. Findings revealed that many teachers who participated in the study identified students in the beginning of their first years in Special Schools, there was a positive effect of IEP and learner‟s academic achievement. However, teachers noted that implementation of IEP for students with HI would slow learning since it takes long procedures and more time. Findings showed that the major challenge towards implementation IEP was lack of adequate teaching and learning resources. The study concluded that there was a significant relationship between IEP implementation in class and academic achievement of the students if adequately implemented based on time and resources. The study recommended that the Ministry of Education and other stakeholders should help acquire adequate resources for the students with hearing impairment.
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
Relationship Between Utilization of Assistive Hearing Technology and Academic Achievement of Learners in Schools for the Deaf in Kakamega County, Kenya
(Kenyatta University, 2020-09) Masayi, Dellilah
The purpose of this study was to find out the relationship between utilization of assistive hearing technology and academic achievement of learners with hearing impairment. Studies indicate that learners with hearing impairment lack assistive hearing devices and also achieve lowly academically not only in Kenya but in the whole of Africa continent. In Kenya, academic achievement of learners with hearing impairment tend to trail behind that of their hearing counterparts. When it comes to ranking of the schools academically, the schools for the deaf are always last. Very many factors have been explored by researchers to affect academic achievement of these learners. Despite the fact that prior research reveals that assistive hearing technology are missing in schools for learners with hearing impairment, no single study has been done to explore the relationship that exists between the assistive hearing devices and the academic achievement of learners with hearing impairment. It was thus of great urgency to find out the effect that utilization of assistive hearing technology has on the learners’ academic achievement. The central problem of this study was to unearth the relationship that exists between utilization assistive hearing technology and academic achievement of learners with hearing impairment. The specific objectives were to; find out the assistive technology need among learners with hearing impairment, identify the types of assistive hearing technological devices available in schools for the deaf, establish the academic achievement of learners with hearing impairment and to evaluate the challenges faced by learners with hearing impairment while using the assistive hearing technology. The study was guided by the learning theory and a survey design. The design was used because it helps in describing phenomena as it is naturally. The target population consisted of learners with hearing impairment and the two head teachers in St. Martins School for the deaf and Kakamega School for the deaf. Using purposive sampling, a sample of learners with hearing impairment was selected. The data in this study was collected using questionnaires, conducting interviews and reviewing documentations. Pilot study was done in St. Anthony School for the deaf. Quantitative data was analyzed quantitatively using SPSS while qualitative data was analyzed qualitatively. The possible beneficiaries of this research may range from policy makers, teachers of learners with hearing impairment, experts in the area of hearing impairment, nongovernmental organizations to parents of learners with HI. The research would contribute to the existing knowledge by providing information about the relationship between utilization assistive hearing technology and academic achievement of learners with hearing impairment. The study revealed that a majority of learners in schools for the deaf are hard of hearing and thus need assistive hearing devices individual hearing aids were the only assistive hearing device in schools for the deaf in Kakamega County. Another finding was that cademic achievement of learners with hearing impairment is low, hearing aids being noisy, there are no technicians in the schools to fix the aids as well as fine tune them, they are very expensive and their parents are poor thus can’t afford them, they advertises their deafness and makes all people to know that they have a hearing impairment, they call for unnecessary attention and that they don’t want to be seen with hearing aids and lastly, they break. There is also a positive relationship between utilization of assistive hearing technology and academic achievement of learners with hearing impairment and finally there is a significant positive relationship between assistive hearing technology need and assistive hearing technology available in schools for the deaf in Kakamega

Browse

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

Results Per Page

Sort Options