RP-Department of Educational Psychology

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https://repository.ku.ac.ke/handle/123456789/1405

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Browsing RP-Department of Educational Psychology by Subject "academic achievement"

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    Mental Distress, Coping Strategies, and Academic Achievement among University Students
    (South Florida Journal of Development, 2024-02) Ntoiti, Anne Kathure; Kigen, Edward Munyengwo; Kinai, Theresia Kavuli; Mawang, Lucy Lugo
    Emerging research suggests that the global prevalence of youth mental distress has increased considerably during COVID-19 pandemic. Mental health among Kenyan Youth had already been deteriorating prior to the pandemic. This is largely attributed to academic pressure, financial constraints, interpersonal relations, and adjustment to university environment. Negative coping strategies, such as alcohol and substance use, adversely affect academic advancement, and mostly lead to students drop out. It is often unclear what preventive measures and interventions might be effective for university students. This study (a) examines the relationship among mental distress and undergraduate students’ academic achievement and (b) assesses the role of coping strategies in this relationship. The study adopted a descriptive survey and correlational research design. Participants were 277 students (Females = 52%, Males = 48%) randomly sampled from four universities in Kenya (two public and two private). Ethical approval for the study was obtained from the relevant authorities. The majority (91.3%) were aged above 18 years. Self-report Depression, Anxiety and Stress Scale-21 Items (DASS-21) and Stress Coping Strategies Questionnaire (SCSQ) were adopted to measure mental health and coping strategies, respectively. Students indicated their Grade Point Average (GPA) as shown in the university system. Findings indicated that a significant negative correlation was established between overall mental distress and GPA (r = - .15, p = .01). Unexpectedly, coping strategies did not mediate the association between mental distress and academic achievement as measured by the GPA. The findings are discussed in relation to previous studies and implications for university education.
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    Relationship between Academic Self-Concept and Academic Achievement among Secondary School Students in Kirinyaga County, Kenya
    (EJES, 2024) Ndungu, Rahab Wanjiru; Mutweleli, Samuel M.
    Low academic achievement may negatively impact on learners’ psychological well-being and cause substantial stress on parents, who may subsequently pressure their children to perform. There are many aspects that might be associated with low academic achievement, including environmental, pedagogical, and psychological factors. This study focused on one psychological factor, namely academic self-concept (ASC) among learners in secondary schools. The purpose therefore was to determine the relationship between academic self-concept and academic achievement among secondary school learners in Kirinyaga East sub-county, Kirinyaga County. The study was founded on Rogers’ (1959) self-concept theory. Using correlational research design, the researcher aimed to draw inferences from a population of 2,500 students in form three across all public secondary schools in Kirinyaga East sub-county. Three hundred and eighty students from 12 schools were selected through proportionate, purposive, stratified, and stratified random sampling techniques. A questionnaire incorporating an adapted ASCA scale, as well as end-of-term examination records were used as instruments. Central tendency, frequency counts, and distribution variability were utilised as descriptive statistics, and correlation coefficient as inferential statistics. The results indicated that a significant positive relationship was established between ASC and learners’ scores on academic achievement (r (359) = .14, p< 0.01). Motivation, and creativity as domains of ASC were significantly correlated with scores on academic achievement. The study recommended that there was a need for the education ministry through its training and capacity-building institutions to equip teachers with skills aimed at developing key components of ASC. The study further recommended that schools ought to promote instructional strategies aimed at enhancing components of ASC found to have been strongly linked to academic achievement.
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    Task Value as a Predictor of Academic Achievement among Form Three Students in Meru County, Kenya
    (International Journal of Education and Research, 2022-04) Ncororo, Munanu Ruth; Koinange, Wawire Chrispus; Muriithi, Ireri Anthony
    Academic achievement is the ultimate goal of any education system. The grades the students achieve at the end of any system are useful for the stakeholders for many purposes. Therefore, any factor that affects the academic achievement of learners is very critical. Reviewed studies on academic achievement have indirectly cited economic backgrounds, cultural factors, parental involvement, administrative factors, and school structural environments, as some of the predictors of academic achievement. Students' inner motivational resources have not been addressed. The purpose of the current study was therefore to establish how task value predicts academic achievement among form three students in Meru County, Kenya. The study was based on Expectancy-Value Theory (EVT). The theory emphasizes on the inner motivations of learning behavior and it is useful in understanding the value the learners attach to their academic tasks. Task value causes achievement behavior among learners leading to success. The study used convergent parallel mixed methods design. The target population was all the form three students in public secondary schools in Meru County, Kenya. The accessible population was form three students from the 15 public secondary schools selected into the study. Multistage sampling was used, that is, purposive, cluster, and random sampling. Quantitative data were collected using task value scale and students’ academic achievement proforma. Data were collected, coded, entered into the computer, and analyzed using SPSS version 25. The Pearson's product moment correlation coefficient showed evidence of significant positive relationship between task value and academic achievement (r (813) =.61, p <.05). Regression analysis showed that task value accounted for 37% (R2 = .37, p < .05) of the variations of academic achievement. The prediction weights of the domains of task value on academic achievement were computed and utility task value emerged the best predictor of academic achievement. Qualitative data were collected using focus group interview. The results of the study lead to the conclusion that task value was a predictor of academic achievement. The study findings led to the recommendation that, all the stakeholders in education – the parents, teachers, and policy makers – should together aim at fostering high task value to enhance positive academic achievement among secondary school students in Kenya.