RP-Department of Educational Psychology
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Browsing RP-Department of Educational Psychology by Subject "Academic achievement"
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Item Academic Expectations as Correlates of Secondary School Students’ Academic Achievement(International Journal of Science and Research (IJSR), 2018) Ngunu, Susan; Kinai, Theresia; Ndambuki, Philomena; Ireri, AnthonyStudents may form expectations, which may influence their academic achievement either positively or negatively. The main objective of the study was to find out if academic achievement was related to academic expectations. The research was guided by the Expectancy Value theory. The participants were 585 students (315 males, 270 females). The participants completed the Academic Expectancy Scale while academic achievement was obtained from the participants’ academic records. The major finding was that academic expectations were significantly correlated to academic achievement. Taking into account that students can form biased academic expectations, the study made recommendations to the stakeholders on intervention measures. They included encouraging and helping students form positive academic related beliefs. The researcher also recommended for further research in the area of academic expectations.Item Psychosocial Support as Determinant of Academic Achievement among University Students in Kenya(IJSSERS, 2024-02) Ntoiti, Anne Kathure; Kigen, Edward Munyengwo; Kinai, Theresia KavuliThe goal for every academic institution is the provision of quality education. Most university students are in a state of transition from adolescence to adulthood. During this period, they grapple with issues of identity and less adult supervision. This study examined psychosocial support as a determinant of academic achievement among students in Kenyan universities. The study utilized Psychosocial Theory of Development by Erik Erikson. The research was designed as a Cross-Sectional Analytical research. The population targeted was 2nd and 3rdyear students in 4 purposively selected universities in Kenya. A total of 340 students, 80 peer counselors, 4 deans of students and 4 student counselors participated in the study. Data collection tools included a Students’ Questionnaire, Interview Schedules for both the Deans of Students and the Student Counselors as well as a Focus Group Discussion guide for peer counselors. Data was analysed using Statistical Package for Social Sciences (version 20)for inferential and descriptive statistics. Inferential statistics were conducted using Path Analysis while qualitative data was thematically analyzed. Research findings indicated that students relied more on family members, friends, and peer counselors for psychosocial support. The Path Analysis Model revealed that psychosocial support directly impacted GPA scores. Therefore, psychosocial support was established to be a determinant of academic achievement among university students in Kenya. Policymakers can use these findings to improve psychosocial support services awareness to enhance academic achievement among University Students.Item Relationship among type of school, academic resilience and academic achievement among secondary school students in Kiambu County, Kenya(World Academy of Science, Engineering and Technology, 2018-01) Mwangi, Cecilia Nyambura; Ireri, Anthony Muriithi; Mwaniki, Elizabeth W.; Wambugu, Stephen K.This study investigated the relationship among type of school, academic resilience and academic achievement among secondary school students in Kiambu County, Kenya. A descriptive correlational design was used. A randomly selected sample of 390 students in the third year of secondary education was involved. The participants were drawn from four categories of secondary schools: Boys boarding, girls boarding, coeducational boarding and coeducational day. Data were collected using a demographic form and the California Healthy Kids Survey (CHKS) resilience scale. A significant mean difference (F (3,386) = 9.39, p < .05) was reported in the academic resilience scores when type of school was considered. The difference was in favour of girls’ boarding schools. The mean academic resilience and achievement for boys’ boarding was found to be significantly lower than that of girls’ boarding, boys’ day, and mixed day secondary schools. It was recommended that educational stakeholders should shift from considering type of school as being peripheral to academic outcomes and instead regard it as a key contributor to the educational outcomes of secondary school students. Keywords: Academic resilience; Academic achievement,Type of school, Secondary school studentsItem Relationship between Academic Resilience and Academic Achievement among Secondary School Students in Kiambu County, Kenya(OMICS International, 2015) Mwangi, C.N.; Okatcha, F.M.; Kinai, T.K.; Ireri, A.M.This study sought to establish the relationship between academic resilience and academic achievement among secondary school students in Kiambu County. A descriptive correlational design was adopted. The sample comprised of 390 form three students. Data were collected using a demographic form and the California Healthy Kids Survey-Module B, 2007 version. Academic achievement was inferred from the school performance records. The main data analysis techniques were Pearson’s Product Moment Correlation Coefficient and regression analysis. Findings revealed a positive and significant relationship between academic resilience and academic achievement (r (388)=0.68, p<0.05). The findings are discussed and implications for practice and further research given.Item Relationship between Achievement Goal Orientation and Academic Achievement among Form Three Students in Kiambu County, Kenya(International Journal of Education and Research, 2018-04) Ng’ang’a, Maria Wacera; Mwaura, Peter A. M.; Dinga, Jotham N.In the last five years (2013 to 2017), poor academic achievement has been experienced in Kiambu County, despite government interventions. Most researchers attribute this to socio-cultural factors with little done to explain personal factors which may contribute towards students’ academic achievement. The study was designed to determine the relationship among students’ achievement goal orientation, and academic achievement in Kiambu County. The study was guided by the goal orientation theory. The research adopted mixed methods sequential explanatory design. The targeted population was all year 2017 Form Three students in Kiambu County. Purposive sampling was used to select Gatundu South Sub-county. Using stratified random sampling 12 schools were selected. Through proportionate stratified sampling, one girl’s only and one boys’ only boarding, one co-educational boarding and nine co-educational day schools were selected. Simple random sampling was used to select 665 participants. Achievement goal orientation scales were adopted and used to measure achievement goal orientation. Purposively, 40 respondents were selected from those who filled the questionnaires for an interview to cross check the quantitative data. Academic achievement was inferred from students’ examination grades obtained from school records. The quantitative data was analyzed using SPPS version 21. Qualitative data was analyzed thematically. A pilot study on 40 students was conducted in a school within the County. Data collected was analyzed using both descriptive and inferential statistics. Hypotheses was tested at a =.05 level of significance. The findings revealed that all the domains of achievement goal orientation significantly correlated to academic achievement (r (630) =.310, p<.05).The highest relationship was observed between performance avoidance (r (630) =.355, p<.05). Based on the findings, teachers, parents and all concerned stake holders should work together in creating conducive environment for fostering development of domains of achievement goal orientation found to have a positive predictive value on academic achievement.Item Relationship Between Perceived Competence And Academic Achievement Among Form Three Students In Kiambu County, Kenya(IJIRAS, 2018) Ng’ang’a, Maria Wacera; Dinga, Jotham N.; Mwaura, Peter A. M.Poor academic achievement has been experienced in Kiambu County, despite government interventions and education being an important sector in individual and national development. Most researchers attribute this to socio-cultural and classroom environmental factors with little done to explain personal factors which may contribute towards students’ academic achievement. The study was designed to determine the relationships among students perceived competence and academic achievement in Kiambu County. The study was guided by intelligence theory. The research adopted mixed methods sequential explanatory design. The targeted population was all year 2017 Form Three students in Kiambu County. Purposive sampling was used to select Gatundu South Sub-county. Using stratified random sampling 12 schools were selected. Through proportionate stratified sampling schools were selected. Simple random sampling was used to select 665 participants. Perceived competence scales were adopted and used to measure perceived competence. Academic achievement was inferred from students’ examination grades obtained from school records. The quantitative data was analyzed using SPPS version 21. Qualitative data was analyzed thematically. Data collected was analyzed using both descriptive and inferential statistics. The two sub-scales of perceived competence were found to be negatively correlated to academic achievement. The highest relation was found between entity perceived competence r (414) = - .192 p <.01). To determine a prediction model multiple regression analysis was used. Overall, the findings support the need for alternative methods of evaluating students’ competencies.