PHD-Department of Educational Psychology

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Ability beliefs, achievement goals and fear of negative evaluation as predictors of academic achievement among form three students in Mombasa County, Kenya
(Kenyatta University, 2018-01) Mwangi, Jayne Muthoni
Low academic achievement remains a major concern among all stakeholders in Mombasa County. This study sought to explain academic underachievement from a self-worth protection perspective. Specifically, the study sought to establish the extent to which ability beliefs, achievement goals and fear of negative evaluation predict academic achievement. The study also sought to determine gender differences in ability beliefs, achievement goals, fear of negative evaluation and academic achievement. The study employed an ex post facto research design and was anchored by Covington's Self-worth Motivation Theory. The target population were form three students and class teachers in public secondary schools in Mombasa County. The sample comprised a total of 431 respondents; 421 students and 10 teachers selected using stratified, purposive and simple random sampling techniques. Questionnaires for students and semi-structured interview schedules for teachers were used. Students' academic records provided data on academic achievement. Questionnaires for students included items from the Implicit Theories of Intelligence Scale, the Achievement Goals Questionnaire - Revised and the Brief Fear of Negative Evaluation Scale. Both quantitative and qualitative data were collected. Quantitative data was analysed using descriptive and inferential statistics using SPSS. Linear regression analysis and t-tests were used to test hypotheses at α = 0.05. Qualitative data was analysed thematically in line with the objectives of the study. Ability beliefs significantly predicted academic achievement. Entity beliefs significantly and negatively predicted academic achievement while incremental beliefs insignificantly and positively respectively predicted academic achievement. Achievement goals significantly predicted academic achievement with mastery and performance goals positively and negatively respectively predicting academic achievement. Fear of negative evaluation insignificantly and negatively predicted academic achievement. As a single model, ability beliefs, achievement goals and fear of negative evaluation significantly predicted academic achievement. Significant gender differences were found in performance goals and academic achievement. Qualitative analyses showed that students set their goals in line with overall schools' targets; goal monitoring was done by class teachers and parents; students feared the subsequent evaluation because previous results were publicly displayed and discussed and girls were at an elevated risk of undervaluing academics because of cultural socialisation. The study recommended that learning should be a more holistic process encompassing both performance mastery domains and that parents should not peg their children‟s overall worth solely on academic achievement. In the same line, diverse programs should be developed to ensure that students find worth in other domains that are also socially valued.
Ability Streaming, Ranking and Extrinsic Rewarding as Predictors of Academic Inferiority Feelings among Secondary School Students in Kisii County, Kenya
(Kenyatta University, 2021-12) Sakina, Mogaka Moraa; Chrispus K. Wawire; Doyne K. Mugambi
There is substantial literature on inferiority complex but scanty research has been done on academic inferiority in relation toability grouping, ranking and the use of rewards on secondary school students.The main aim of this study wastherefore to investigate the predictors of academic inferiority feelings. More specifically, the study was designed to find out the relationship between ability streaming, ranking, extrinsic rewarding and academic inferiority feelings among students who do not perform well. Alfred Adler’s theory of individual psychology forms the theoretical framework of the study. The study adopted a mixed methods sequential explanatory research design. It was carried out in Kisii County, Kenya. The target population was all the Form Three students in public secondary schools in Kisii County (29309 students). Proportionate stratified sampling was used to select the top, average and low ranking schools in the county. It was further used to stratify schools into boys’ boarding, girls’ boarding, mixed boarding, mixed day and boarding and mixed day schools. Simple random sampling was used in the selection of the 400 respondents. The sample consisted of 400 students selected from 20 schools. The research instruments were questionnaires and an interview schedule for the students administered by the researcher. Personal and academic self-concept inventory (PASCI) was used to collect data on academic inferiority feelings and Stephanie Soto Gordon’s questionnaire was used to collect data on ability streaming from students. Researcher developed questionnaires were used to collect data from students on ranking and extrinsic rewarding. A pilot study was carried out to validate and ensure reliability of the research instruments.Both descriptive and inferential statistical procedures were used to analyze data using Statistical Package for Social Sciences (SPSS) version 20. The results were presented using frequency tables. The results showed that there was a significant positive relationship between ability streaming, ranking, extrinsic rewarding and academic inferiority feelings.Most of the respondents experiencing moderate feelings of academic inferiority, that is, r (399) = .31, p=0.1 in ability streaming, r (399) = .28, p=0.01 in ranking and r (399) = .32, p=0.01 in extrinsic rewarding. Sex differences were found in ability streaming, ranking and extrinsic rewarding in regard to academic inferiority feelings. Boys experienceda higher level of academic inferiority feelings with a mean of 67.11as compared to girls who had a mean 65.08. A major recommendation of the study was that the ministry of education should try to do away with ranking totally more so within school ranking which leads to ability streaming in schools and extrinsic rewarding thatmake the students feel academically inferior.
Academic Adaptability, Psychological Capital and Academic Engagement as Predictors of Academic Achievement among Form Three Students in Kitui County, Kenya
(Kenyatta University, 2024-04) Muthui, Priscah M.
Academic achievement is the main pathway to formal employment all over the world. However, in Kenya poor academic achievement by students nationally has been of great concern to the teachers, parents and all educational stakeholders. More specifically, most secondary school students in Kitui County have been performing below average in national examinations. This poor performance has been attributed to the school environmental factors, teacher factors and little has been done on individual psychological factors, which may contribute to the students’ below average performance. The purpose of this study was to investigate how academic adaptability, academic psychological capital and academic engagement predicts academic achievement among form three students in Kitui County. The objectives of the study were; to find out the extent to which academic adaptability predicts academic achievement, to examine the extent to which academic psychological capital predicts academic achievement, to find out the extent to which academic engagement predicts academic achievement, to establish the extent to which gender moderates the relationship between the students’ academic adaptability, academic psychological capital and academic engagement and to determine the predictive model of academic adaptability, academic psychological capital and academic engagement on academic achievement. The study was anchored on Individual Adaptability theory by Ployhart and Bliese (2006), Broaden -and -build theory by Fredrickson (2004) and Engagement theory of learning by Kearsley and Shneiderman (1999). Explanatory sequential mixed method design was used. The participants were 427(218 boys and 209 girls) students from ten public sub-county secondary schools in Kitui County in the year 2023.Purposive, stratified, simple random sampling and proportionate sampling was used to select the schools and the participants. Questionnaires were used to collect quantitative data while interview schedule was used to collect qualitative data. Finally, data on the students’ academic achievement was collected from the respective class teachers. A pilot study involving 30 students was conducted to establish the reliability and validity of the research instruments. The school was not involved in the actual study. Both descriptive and inferential statistics were used to analyze the data. Quantitative data was analyzed using Pearson’s Product Moment Correlation Coefficient, multiple regression and t-test for independent samples while the qualitative data was analyzed thematically. The findings revealed that there was a significant positive relationship between academic adaptability and academic achievement (r=.00, p<.05), academic psychological capital and academic achievement (r=.65,p< 0.01) and academic engagement and academic achievement (r=.57,p< 0.01). From the multiple regression analysis, it was revealed that academic psychological capital was the best predictor of academic achievement with a predictive index of (β=.42) followed by academic adaptability with a predictive index of (β=.17) while the least predictor was academic engagement with a predictive index of (β=.13).The equation for predicting academic achievement from academic adaptability, academic psychological capital and academic engagement was significant (F (3, 411)=.000,p<.005). As a result, all the sub-scales of the three constructs had a significant predictive weight on academic achievement. The qualitative data was analyzed thematically and the findings concurred with the quantitative results. In conclusion, the significant predictive weight of academic adaptability, academic psychological capital and academic engagement on academic achievement implied their importance in the learning process. As a result, the study recommends that the teachers, parents and all education stakeholders should enlighten and guide the students on the importance of academic adaptability, academic psychological capital and academic engagement in boosting their academic achievement.
Academic Identity Status and Achievement Goal Orientation as Predictors of Academic Achievement among Form Three Students in Embu County, Kenya
(Kenyatta University, 2015-11) Ireri, Anthony Muriithi
Over the last three years (2012 to 2014), the candidature for Kenya Certificate of Secondary Education has been increasing but the national pass rate has consistently been low. Low pass rates limit the nation's progress towards attaining the universal goals of education. Although studies have associated low pass rates with risks presented by contextual and psychological factors, there is a dearth of local studies on how students' academic identity and achievement goals predict academic achievement. The purpose of this study was to determine whether academic identity status and achievement goal orientation predict academic achievement among secondary school students in Kenya. Specifically, the relationships among academic identity status, achievement goal orientation, and academic achievement were examined. Sex differences and the prediction equation were also established. Framed upon the identity status theory and the 3 x 2 model of achievement goal orientation, the study adopted an explanatory sequential mixed methods design. The study targeted all year 2015 form three students in Embu County. Purposive, stratified proportionate, and simple random sampling procedures were used. 390 students were selected from 10 public secondary schools in Mbeere South Sub County. Quantitative data were collected through adapted Academic Identity Measure and Achievement Goal Orientation Questionnaire. To crosscheck the quantitative data, interviews were conducted with 40 participants purposively selected from those who filled the questionnaire. Academic achievement was inferred from students' examination grades. A pilot study involving 40 students established and enhanced the psychometric properties of the study instruments. Quantitative data were analysed using Pearson's Product Moment Correlation Coefficient, multiple regression, and independent samples t-test. Qualitative data were analysed thematically. A major finding was that achieved academic identity status was the only academic identity status that correlated positively and significantly with academic achievement (r (383) =.38, p < .05). There was a significant positive correlation between approach achievement goal orientation and academic achievement (r (383) = .20, p < .05). A significant negative correlation was found between avoidance achievement goal orientation and academic achievement (r (383) = -.15, p < .05). Boys had significantly higher scores in foreclosed academic identity status (I (383) = 2.21, p < .05) while girls had significantly higher scores in approach achievement goal orientation (I (383) = -.56, P < .05). The equation for predicting academic achievement from academic identity status and achievement goal orientation was significant (F (3, 381) = 26.73, p < .05). Achieved academic identity status had the highest significant predictive value on academic achievement compared to avoidance and approach achievement goal orientation. In the exploratory analysis, age and school type had significant main effects in the prediction model. A path analysis established that achievement goal orientation mediated the relationship between academic identity status and academic achievement. The study recommended that parents and teachers should create conducive environments for the development of achieved academic identity status and approach goal orientations. Specifically, schools should have interventions to help students attain achieved academic identity status since it is the most facilitative identity in predicting academic achievement
Academic mindsets and learning strategies as predictors of academic achievement among form three students in Nairobi County, Kenya
(Kenyatta University, 2018-09) Mutua, Josephine Ngina; ;
In Kenya, academic achievement especially in the Kenya Certificate of Secondary Education has been declining over the years (2014 -2017). Poor academic achievement poses a threat to the educational sector, which is an important pillar in the realization of vision 2030. Studies on motivational factors in learning have been done especially in Western Countries. However, little has been done in Kenya on how academic mindsets and learning strategies predict academic achievement. The purpose of this study was to examine how academic mindsets and learning strategies predict academic achievement among secondary school students in Kenya. In particular, the relationship between academic mindsets, learning strategies and academic achievement were examined. Sex differences and the predictive weight of academic mindsets and learning strategies on academic achievement were also examined. The study was guided by Social Cognitive Theory of Motivation and Personality and Social Cognitive Theory of Learning. Explanatory sequential mixed methods design was adopted. The target population was form three students in public secondary schools in Nairobi County in 2016. Purposive, stratified, and simple random sampling procedures were used. A sample of 488 participants was selected from 10 public secondary schools. A pilot study using 50 students from one secondary school was conducted to check on the validity and reliability of the instruments. Quantitative data was collected through self-report questionnaires which comprised of adapted scales for Academic Mindsets and Learning Strategies. The quantitative data was further cross-checked through interviews conducted with 40 participants purposefully selected from those who had filled the questionnaires. Academic achievement was inferred from student‟s academic records. Quantitative data were mainly analyzed using Pearson‟s Product Moment Correlation Coefficient, t-test for independent samples, and multiple regression. Qualitative data were analyzed thematically. The study found a non-significant positive correlation between students‟ academic mindsets and academic achievement (r (486) = .05, p > .05) and a positive significant correlation between learning strategies and academic achievement (r (486) = .20, p < .01). There were significant sex differences in academic mindset scores (t (486) = -2.47, p < .05). No significant sex differences in learning strategies were found (t (486) = -1.56, p >.05). The equation for predicting academic achievement from both academic mindsets and learning strategies was significant (F (2, 485) = 11.23, p <.05). Hence, all the subscales of academic mindsets and learning strategies had a significant predictive weight on academic achievement. The qualitative findings were in agreement with the quantitative results. In conclusion, the significant predictive weight of both academic mindsets and learning strategies imply their importance in the teaching learning process. Therefore, the study recommended that, teachers, parents and all stakeholders in education should create an enhancing environment to foster the development of academic mindsets and learning strategies among secondary school students.
Academic Motivation and Self-Regulated Learning as Predictors of Academic Achievement of Students in Public Secondary Schools in Nairobi County, Kenya
(2014-08-15) Mutweleli, Samuel Mutua
Nationally, the distribution of secondary school students’ performance in public examinations has been skewed towards the lower grades. This poor performance has been majorly attributed to school environmental factors and little has been done on individual psychological factors which may contribute towards students’ academic achievement. This study was therefore designed to determine students’ academic motivation and self-regulated learning as predictors of academic achievement. The main aim was to determine a prediction model of secondary school students’ academic achievement given academic motivation and self- regulated learning. More specifically, the relationship among academic motivation, self-regulated learning and academic achievement was established. Further, sex differences in both academic motivation and self-regulated learning were studied. The self-determination theory and the social cognitive theory of self- regulation formed the theoretical framework. The study adopted an ex post factor research design and was located in Nairobi County, Kenya. The target population was all the year 2012 form three students in public secondary schools in Nairobi County. The sample consisted of 938 form three students selected from 10 public secondary schools. Purposive, stratified and simple random sampling procedures were used in the selection of schools and participants. The study used a questionnaire developed to seek information on participants’ biographical data. The Academic Motivation and Academic Self-regulated Learning Scales were adapted to measure academic motivation and academic self-regulated learning respectively. Student’s academic achievement was measured by use of examination records obtained from school. Pilot study was conducted on 30 form three students selected from a mixed day public secondary school in Nairobi County. Both descriptive and inferential statistical procedures were used to analyze the data. The results provided evidence that there was a significant relationship among academic motivation, self-regulated learning and academic achievement. Further, it was found that among the domains of academic motivation and strategies of self-regulated learning, intrinsic motivation towards accomplishment and organizing strategy had the highest positive predictive value on academic achievement. Significant sex differences were found with regard to academic motivation and self-regulated learning and they were in favour of boys.Ultimately, students’ self-regulated learning was found to have the highest positive predictive value on academic achievement as compared to academic motivation. In the exploratory part of the study, a significant main effect on academic achievement was found between type of school, academic motivation and self-regulated learning. A major implication and recommendation of the study was that, teachers, parents and all stakeholders in education should work together in creating conducive school and home environments for fostering the development of these psychological constructs; academic motivation and self-regulated learning, among students. More specifically, the development of the domains of academic motivation and types of self-regulated learning strategies found to have a positive predictive value on academic achievement should be emphasized.
Academic self-concept, motivation and resilience as predictors of mathematics achievement among secondary school students in nairobi county, Kenya
(Kenyatta University, 2018-03) Gachigi, Priscilla Njoki
ABSTRACT Mathematics is considered a key foundation for scientific knowledge required for the development of any nation. Poor mathematics achievement has been reported nationally. The purpose of this study was to establish whether academic self-concept, academic motivation and academic resilience singly and jointly predict mathematics achievement of secondary school students in Nairobi County, Kenya. The objectives of the study included establishing the extent to which: academic self-concept predicts mathematics achievement, academic motivation predicts mathematics achievement, academic resilience predicts mathematics achievement and determining the relative predictive values of academic self-concept, academic motivation and academic resilience on mathematics achievement, test for gender differences in academic selfconcept, academic motivation, and academic resilience and to establish differences in academic self-concept, academic motivation, academic resilience and mathematics achievement among students in different categories of schools. The study was based on the theories of self-determination and resilience by Deci and Ryan, and Flach respectively. Predictive correlational research design was used in this study. The study comprised a population of 9641 form three students in public secondary schools in Nairobi County, Kenya. A sample of 500 respondents was drawn from the population, using purposive, stratified and simple random sampling. A questionnaire was used to measure the respondents’ academic self-concept, academic motivation and academic resilience. The participants’ mathematics achievement score used was the average score in form two second and third terms and form three first term (2016). A pilot study was conducted among 40 form three students from one coeducational day public secondary school in Nairobi County to establish the validity and reliability of the questionnaire. Descriptive and inferential statistics including simple and multiple linear regressions, ANOVA and t-test for independent samples and Tukey’s HSD were used for data analysis. The hypotheses were tested at α=.05. The results showed that: academic self-concept positively and significantly predicted mathematics achievement (F (2,460) = 2.98, P<.05); academic motivation and mathematics achievement were significantly related in some domains (F (4, 458) = 8.01, P<.01) and academic resilience positively and significantly predicted mathematics achievement (F (1, 461) = 41.49, P<.01). Further, the three variables working together positively and significantly predicted mathematics achievement (F (3,459) = 13.88, P<01); there were no significant gender differences in the three predictor variables and mathematics achievement and the type of school significantly influenced academic resilience and mathematics achievement( F (2, 460) = 6.71, P<.01 and F (2,460) =71.91, P<.01) respectively while it had no significant influence on academic motivation and academic self-concept (F (2,460) =.16, P<.85 and F(2, 460) = .19, P<.83) respectively. It is recommended that parents and other educational stakeholders work together to enhance the students’ academic resilience since the findings indicated that it was the best predictor of mathematics achievement. A similar study should be carried in other counties in Kenya for the purpose of generalization of findings.
Assessment of effectiveness of "incredible years program" compared to the traditional program in behaviour modification among juvenile rehabilitees in Nairobi, Kenya
(2013-03-26) Cheseto, Nancy
The purpose of this study was to investigate the effectiveness of the 'Incredible Years Program' (IYP) in reducing juvenile delinquency in Kenya. Juvenile delinquency in Kenya is on the increase. The number of children in conflict with law has risen significantly from 483 in 2006 to 927 in 2010. This necessitated the assessment of the effectiveness of this program. There was therefore need to conduct a research to determine whether the 'Incredible Years' Program training for house-parents and teachers is effective in the rehabilitation of juveniles in Kenya. It is for this reason that the current research embarked on trying out the 'Incredible Years Program' with a hope that it will improve juvenile rehabilitation services in Kenya and reduce the tendency of children falling back into crime. The design in this study was Quasi-Experimental research design. The target population in the study composed of all the children, house-masters/mistresses and teachers of Kenyan Rehabilitation Schools. Purposive sampling design was used in sampling procedure. A sample of hundred and fifty (150) children from two (2) Rehabilitation Schools took part in the study. Seventy five (75) from Dagoretti Girls' Rehabilitation School and seventy five (75) from Kabete Boys' Rehabilitation School. Both Rehabilitation Schools are in Nairobi. The two Rehabilitation Schools cater for medium-risk children. Medium-risk offences include being in bad company, being in possession of drugs and stealing. Low-risk offences are non-criminogenic in nature like dropping out of school. High-risk child offenders come in with murder, robbery with violence, arson and- drug trafficking. Four House-parents and four teachers were also part of the sample, to make a total of 158. Two instruments were used to collect data. They included an adapted Strengths and Difficulties Questionnaire (Goodman, 1999) which was filled by house-parents and teachers and an Observation Schedule filled by the researcher. A pilot study was also conducted in order to validate the research instruments. Data was analyzed using frequencies, percentages, mean and standard deviations. The study findings indicated that there was a significant relationship between the 'Incredible Years Program' and behaviour change among the rehabilitees. There were significant differences between 'Incredible Years Program' and the Traditional Rehabilitation Methods and there was no significant relationship between effect of 'Incredible Years Program' and gender of the rehabilitees. Concusively, results show that the 'Incredible Years Program' is effective in the rehabilitation of juvenile delinquents which was also indicated by other studies cited. This study has revealed salient features influencing rehabilitation outcomes that are amenable to change in terms of rehabilitation policy. If 'Incredible Year's Program' is introduced in Kenya, the policy makers should ensure that it is implemented fully. The researcher recommends the following for further research: study on the behavior of children in the Juvenile Remand Homes, The role of the family in influencing conduct problems and the type of learning climate and its impact on offending.
Big Five Personality Traits and Academic Goal Orientations as Predictors of Academic Self-Handicapping among Undergraduate Students of Kenyatta University, Kenya
(Kenyatta University, 2022) Njuguna, Njoroge James; Chrispus Koinange Wawire; Edward Kigen
In Kenyatta University, a significant number of undergraduate students are discontinued from their studies every year for failing to meet academic requirements. This may reverse the gains made by the university in its role in human and social capital development. Failure to meet academic requirements among university students is a form of self-handicapping which has not extensively been researched on in Kenya and this may limit the support given to students. This study, therefore, examined how the Big Five personality traits and achievement goal orientations predict academic self-handicapping among university students. The study was anchored on self-worth and Big Five personality theories. A convergent parallel mixed method research design was used. The study targeted all third year undergraduate students in the 2019/2020 academic year. Purposive, stratified, and simple random sampling techniques were used. The study involved 391 undergraduate students. Questionnaires and an interview schedule were used for data collection. A pilot study involving 30 students established the reliability and validity of the research instruments. Data were analyzed using SPSS (v.24). The results revealed significant positive correlations between three of the Big Five personality traits and academic handicapping: Neuroticism (r = .41, p <.05), openness to experience (r = .33, p <.05) and conscientiousness (r = .20, p < .05). Agreeableness had a significant negative correlation with academic self-handicapping (r = -.11, p <.05). Only extraversion had a non-significant correlation with academic self-handicapping (r = .05, p >.05). In addition, only two out of the four academic goal orientations had significant correlations with academic handicapping: mastery approach (r = -.13, p <.05), and performance avoidance (r =.15, p <.05). Non-significant correlations were reported for mastery avoidance (r =.09, p > .05) and performance approach (r =.04, p > .05). A stepwise regression revealed that the Big Five personality traits and achievement goal orientation accounted for 27% of variation in undergraduate students’ academic self-handicapping. When self-esteem was added in the model, it significantly accounted for a 4 % change in the variation of students’ academic self-handicapping (ΔR2 = .04, ΔF (9, 306) =1.92, p = .04). The prediction model was statistically significant (F (19, 306) = 7.12, p < .05, Adjusted R2 = .26). Thus efforts to understand how the Big Five personality traits and achievement goal orientation predict academic self-handicapping should pay attention to self-esteem as a moderator. The study recommends that interventions aimed at guiding undergraduate students to reduce neuroticism, openness to experience and performance avoidance orientation may be beneficial in efforts to reduce academic self-handicapping tendencies. Educational practices that foster mastery goals and enhance students’ self-esteem may help in reducing self-handicapping among university students.
Causal Attributions and Academic Expectations as Correlates of Academic Achievement in Secondary Schools in Kiambu County, Kenya
(Kenyatta University, 2019-03) Ngunu, Susan Njeri
This study investigated the explanations that students give on achievement outcomes and their academic expectations in Thika Sub-County, Kiambu County. The main objective of the study was to find out if academic achievement was related to causal attributions and academic expectations. Gender differences in causal attributions and academic expectations were also tested. The study also established the interaction effect of causal attributions, academic expectations and academic achievement. The research was guided by Weiner’s model of Achievement Attribution and the Expectancy Value theory. A correlational research design was used. The study population consisted of 21 schools with a population of 2660 (1540 boys, 1120 girls) students. The schools were stratified based on whether they were national, extra-county or county and whether single or co-educational. Simple random sampling was used to select ten schools and 600 form three students (320 boys, 280 girls) through proportionate allocation. The research instruments included Multidimensional Causality Attribution Scale and Academic Expectancy Scale questionnaire. The research instruments were piloted using 25 students who did not participate in the actual study. Reliability was tested by computing cronbach alpha coefficient (α). Data were analyzed using SPSS version 20. The statistics used were means, standard deviations and analysis of variance (ANOVA), t-tests, Pearson’s product moment correlation coefficient and multiple regression. The major finding was that causal attributions and academic expectations were significantly correlated to academic achievement. The strongest correlation was between controllable attributions for failure and academic achievement (r (583) = -.34, p<.01). In addition, there were significant positive relationship between positive academic expectations (r (583) =.28, p< .01) and a negative significant relationship between negative academic expectations (r (583) = -.38, p< .01) and academic achievement. Significant gender differences in causal attributions for failure (t (583) =3.59, p<.05) and negative academic expectations (t (583) =3.45, p<.05) were also found. The results indicated that there was an interaction effect between causal attributions and academic expectations in determining the academic achievement. The model involving both factors yielded a higher predictive ability for academic achievement. The conclusion was that students formed maladaptive causal attributions and biased academic expectations that negatively affected their academic achievement. The study made recommendations to the teachers, parents and educators to come up with intervention measures such as, attributional retraining, encouraging and helping students form positive academic expectations. The researcher also recommended for further research in the area of causal attributions and academic expectations.
A causality and predictive validity study of o-level in relation to the performances in primary teachers' colleges in Kenya
(2011) Gatumu, Haniel Nyaga
The study was attempting to answer the following questions:- (i) How well does a-level predict the performance in Primary Teachers' Training Colleges? (ii) Is there any causal relationship between a-level grades with the performance in Primary Teachers' Training Colleges ? In attempt to answer these questions a large sample of 1622 subjects was obtained by method of cluster sampling. All the'Primary Te~chers Training Colleges in Kenya were considered as clusters and 5 cluster (colleges) were randomly selected. Thus 1622 subjects were from 5 different colleges. The independent variables were a-level grades. Dependent variables were scores of final year college examinations obtained from Kenya Examination Council. A predictive validity using both intercorrelation and multiple regression analyses was done for this sample, using path analysis a causality study was also done for the same sampl~, trying two models in the latter analysis., The findings were, a-level grades predict very well performance in final year college examination. It was also observed that definitely a-level grades have a causal relationship with performance in final year college examinations.
Cognitive correlates of English reading achievement among standard three pupils in the slums of Nairobi
(2012-03-01) Arasa, Josephine Nyaboke
This study aimed at finding out the relationship between English reading achievement (dependent variable) and Letter-sound knowledge, decoding abilities and speed of reading (independent variables). The study also investigated whether there were any significant gender differences in English reading achievement, Lettersound knowledge, decoding abilities and speed of reading. Differences between good and poor readers in all the variables were also examined. Finally teachers' views, opinions and perceptions on identification of poor readers, importance of reading, factors contributing to poor reading, help given to poor readers, suggestions on what could be done to improve on reading in the slums, whether time allocated to teaching reading was adequate and whether they felt they were well equipped to teach reading were explored. The sample for the study consisted of 78 (35 males and 43 females) standard three pupils from 5 selected schools in the slums of Nairobi whose ages ranged from 8-13 years with an average age of 10 years. The teachers who teach English to these children in class 3 together with the headteachers in each of the five schools also formed the sample. Data was collected by use of Letter-sound knowledge test, alphabetic process test logographic process test, teachers' and headteachers' questionnaires, students' questionnaires, report cards to obtain English reading achievement scores and a focused group discussion instrument for the teachers. Data was coded and analyzed using the Statistical Package for Social Sciences (SPSS). Descriptive statistics to describe and summarize data, Pearson Product Moment correlation coefficients, multiple regression analysis test, t-tests and Analysis of variance (ANOVA) at P<_0.05 level of significance were used to analyze data. The following the results were obtained based on the hypotheses of the study: i) English reading achievement was positively and significantly correlated with Letter-sound knowledge (r = 0.36), decoding of Non-words (r = 0.48) and decoding of Familiar words (r = 0.54). ii) English reading achievement was negatively and significantly correlated with the speed of reading Letters (r = -0.36), speed of reading Non-words (r = - 0.40) and speed of reading Familiar words (r = -0.47). iii) There were significant and positive inter-correlations among Letter-sound knowledge and decoding of Non-words (r = 0.54) and with decoding of Familiar words (0.57). iv) When the independent variables were combined, they contributed significantly to English reading achievement (R` = 0.30). v) There were no significant gender differences in decoding of Non-words, decoding of Familiar words, speed of reading Letters, speed of reading Nonwords and speed of reading Familiar words. vi) There was a significant gender difference in Letter-sound knowledge. vii) Good and poor readers (grouping) differed significantly in English reading achievement and in letter- sound knowledge, decoding of Non-words and Familiar words, speed of reading Letters, Non-words and Familiar words. viii) One's gender and being a good or poor reader (grouping) did not interact significantly to influence performance in Letter-sound knowledge, decoding of Non-words, decoding of Familiar words and in speed of reading Letters, speed of reading Non-words and speed of reading Familiar words. Results from the teachers showed that the teachers could easily identify poor readers using a variety of methods, teachers knew the importance of knowing how to read, they used various methods to teach reading and they could explain factors that contribute to poor reading. The teachers used different approaches to help the poor readers to improve and they gave many suggestions on what they felt needed to be done to improve on reading achievements in the slums. Generally, the teachers felt that they lacked the necessary skills to teach reading; hence, they were not well equipped to teach reading. They also felt that the time allocated to teaching reading was inadequate. From the research, the following recommendations were made: i) There is need for early assessment and intervention to identify students deficient in reading skills (Letter- sound Knowledge and word decoding skills), followed by a one to one intervention. The children should be taught to attend to each letter and its relationship to sounds. The teachers should begin with common, useful letters and words to avoid confusion. Similar letters and letters with similar sounds should be separated. Teachers can use flash cards or word cards, pictorial aids or display high frequency words on the wall or bulletin boards. Reading easy books, repeated readings and choral reading should be used to facilitate ii) The teachers should provide a balanced and comprehensive program of instruction, which covers concepts about print, phonological, and phonetic awareness, letter name knowledge, letter sound knowledge, letter groups and sounds and sight words. The reading instructions should be appropriate for the students' level of performance. Extensive practice should be emphasized to integrate use of visual, contextual, and structural cue system. iii) During teaching, fluency and automaticity should be emphasized. iv) Poor readers require specialized methods of teaching as they lack the necessary skills and knowledge compared to the good readers, this will help them to improve on English reading achievement. This is likely to reduce the anxiety, frustration, high dropout, repetition, poor academic performance, negative attitudes towards school and other problems associated with being a poor or non-reader. v) There is need to provide individual attention and remediation to the poor readers. This can be done by having special classes for those who have not had any previous exposure to reading, those with minimal exposure and those with average skills. Then once they have acquired the necessary skills they can be taught together as a group. Many teachers recommended this grouping though they lack the time, resources, and competence. Remedial programmes should focus on the specific deficits or deficiencies that have been identified through assessment and diagnosis i.e. treat and focus on weaknesses to enhance strengths of the child. For example a priority should be given to teaching how letters correspond to sounds, reading and writing of Non-words by use of letter-sound knowledge vi) When teaching, there is need to distinguish between the letters of the alphabet and their usage to spoken names which contain sounds i.e. spoken Letter/sounds should be linked to written forms. (Many subjects had extreme difficulties linking letters to sounds). vii) There is need to help learners to recognize whole words (word learning). Many children did not perceive words as Familiar or Non-words and they were very slow• in their responses with some relying on Letter-sounding technique (reading letter by letter). Learners should be helped to use lettersound knowledge to read and pronounce Non-words. viii) More pre-primary or nursery schools should be set up in the slums and the parents encouraged to send their children to these schools instead of waiting until they are over age then send them to primary schools. Many teachers felt that this will help the children to acquire basic skills of reading early in life. (74% of the subjects had not attended nursery or pre-primary). ix) Adequate screening tests should be developed and teachers taught on how to diagnose reading problem. These tests can be prepared by specialists in the area of reading at KISE, Ministry of Education, Department of special Education at Kenyatta University and clinical child neuropsychologists to help identify poor readers. x) There is need for the government to provide interesting, varied and more reading materials to the slums now that there is free education. Many of these children cannot afford to buy even a single book xi) Success of any reading program depends on the knowledge and the skills of the teacher. The teacher should be well trained in a specific approach and supported in its implementation either through in-service or pre-service. These teachers need knowledge on word attack knowledge, skills and strategies to provide well-structured instructions to their students. xii) Teacher training colleges should offer courses that impart the necessary skills on teaching of reading and reading disabilities so that the teachers can confidently and competently deal with this problem of poor reading. The training should give the teachers first hand experience, knowledge, and skills on diversity of reading problems. The teachers should also be trained on identification, assessment, diagnosis, and intervention of reading disabilities. The training should also focus on methods of teaching reading, which have been proved effective through research. xiii) Adult education programmes for parents should be emphasized to reduce illiteracy so that the parents can get more involved with their children's schoolwork. xiv) Free medical clinics should be offered to check and help those children with speech, hearing and visual problems that interfere with learning to read (reading is an audio-visual process). xvi) There is need to create awareness to the slum community on the importance of education so that the community can work together with the teachers and administrator to reduce illiteracy and other problems in the slum. xvii) The teachers need to change their negative attitudes towards the slum community and more specifically towards these children. Some of the teachers during the focused group discussion sessions said "ignore them" "they can never make it in life" "we are here because Teachers Service Commission cannot transfer us elsewhere" among other negative comments. The teachers need to know that any child, given the right kind of physical and emotional support can learn and achieve. These children are just disadvantaged but not necessarily retarded intellectually. xviii) There is need for an in-depth study of the poor readers to identify specific features or characteristics associated with poor readers for purposes of remediation or intervention. xix) More research and other comparative studies should be carried out to find out other factors related to related to Kiswahili and English reading achievement since the present research variables accounted for only 30% of the variance in English reading achievement. Such factors include memory, phonological processing, audio-visual perception, home and school related factors among others. From the finding's it can be concluded that English reading achievement is significantly correlated with Letter-sound knowledge, decoding abilities and speed of reading. However, there is need for an in-depth study of the poor readers to identify specific features or characteristics associated with poor readers for purposes of remediation or intervention. More research should also be carried out to find out other factors related to English reading achievement since the present research variables accounted for only 30% of the variance in English reading achievement.
Cognitive strategy use for explicit and implicit text meaning by urban, peri-urban and rural primary school pupils in Kisumu municipality
(2012-04-03) Dinga, Jotham Ndolo; Gatumu, H. N.; Agnes Gathumbi
The study investigated two aspects of reading comprehension for the purpose of explaining some of the reasons for poor comprehension performance by primary school pupils. First, it investigated silent reading behaviors viewed to negatively affect comprehension. Secondly, it investigated gender, school level and home background differences in the use of cognitive strategies to construct explicit and implicit meaning from expository, narrative and documentary texts. An ex post facto design was used. Study subjects were 785 standard 5 and 7 pupils from three schools randomly selected, one each from an urban, peri-urban and rural area. Each school had 4 streams (2 in standard 5 and 2 in standard 7). From each stream, 6 pupils (3 girls and 3 boys) were randomly chosen for observation while silently reading text. The rest of the class did a group comprehension task testing implicit and explicit meaning from expository, narrative and documentary texts. Observation data was obtained using a checklist. Observed behaviors were categorized and reported as quantitative data in the form of frequencies and percentages. Some of the pupils showed the reading behaviors which negatively affect comprehension, such as not reading entire text before embarking on question-answering (42%), moving lips (61%), pointing at words (21%s), moving head (42%) and mumbling (33%). Gender and school level differences in using strategies for explicit and implicit meaning and for different types of texts were tested at .05 level of significance using Independent Samples 1 test. One way ANOVA was used to find out if there were home background differences in strategy use for explicit and implicit meaning, and also for different types of text. For explicit meaning, there was no significant gender difference (t (711) = -1.170,p >.05). For explicit meaning, there was a significant difference with Standard 5 performing better than Standard 7 (t (711) = 2.020, p < .05). Significant difference was also found for different home backgrounds (F (2, 710) 184.015, p -, .05), with urban doing best and rural doing worst. For implicit meaning, there was no gender difference in strategy use (t(711) = 1.25,p > .05). Significant difference was found for school level in the case of implicit meaning (I (711) = -14.690, p <.05) with Standard 7 performing better. In the case of home background, there was significant difference in strategy use for implicit meaning (F (2, 710) = 107.786, p < .05). Regarding the use of cognitive strategies for different types of text, no significant gender difference was found for expository text (I (711) == -.732, p > .05). For narrative text, also no significant gender difference was found in strategy use (I (711) = -.677, p > .05) Even for documentary texts, no significant gender difference was found (I (711) = -2.14, p > .05) Also eoncerning the different types of text, Standard 7 were sigriificantly better than Standard 5 in strategy use for expository text (I (711) = -7.675,p <.05). Standard 7 did not differ significantly from Standard 5 (I (711) = -.677, p > .05). Standard 7 also did significantly better for documentary text (I (711) = -2.014, p< .05). In the case of home background differences, urban children performed best followed by peri-urban, with rural performing worst at .05 level for all the three types of text. It was recommended that reading be introduced as a subject in primary teacher training colleges, parents be more involved in their children's learning, teachers stop giving comprehension exercises instead of teaching comprehension strategies and further research be done on teachers and how they teach reading.
Contributions of Selected Microsystems to Antisocial Behaviours Among Adolescents in Secondary Schools in Manyatta Sub- County, Embu County, Kenya
(Kenyatta University, 2015) Nyaga, M. N.
Antisocial behaviour is a major challenge in secondary schools in Kenya. It is linked with delinquent behaviour such as truancy, drug abuse and bullying. These behaviours are related to negative interactions with parents, teachers and peers. The individual lives in constant conflict which results in ultimate long time consequences like failing examinations, frustrations and failure in life. The aim of this study was to investigate the contributions of microsystems to antisocial behaviours among adolescents in secondary schools in Manyatta, Embu County, Kenya. The objectives of the study were to establish the extent of truancy, bullying and drug abuse among adolescents in secondary schools and to investigate the contributions of family, class room and peer group factors on antisocial behaviours. The study was grounded on Erikson‟s Psychosocial theory and Bronfenbrenner‟s Ecological theory. The study adopted descriptive survey research design. The target population was 11,329 students from 46 public schools which are either county boarding schools or co- education day schools in Manyatta, Embu County. Stratified sampling was used to obtain two girls boarding schools, two boys boarding schools and four co-education day schools. The 2,834 Form Two students were purposively sampled because this group was rated the ring leader in Eastern region. The sample of 320 students was obtained through random sampling while eight deputy principals were selected from sampled schools. A pilot study was conducted on 30 form two students selected from the two categories of secondary schools in Embu County.This was to improve the instruments‟ reliability and validity. The data was collected using student‟s questionnaire, deputy principals‟ questionnare, records analysis and an observation schedule in all the sampled schools. Both descriptive and inferential statistical procedures were used to analyse the data. Chi-square tests were used to determine the significance of association between the independent and dependent variables. The findings revealed that all the classroom factors: academic performance, individuals responsible for discipline, common disciplinary measures, rating of disciplinary measures and counselling services, were significantly associated with antisocial behaviours.The findings showed that among the family factors; parents‟ supervision, students‟opinion on parenting style, parents‟ employment and sharing with parents were significantly associated with antisocial behaviours, while not living with biological parents was not significantly associated with antisocial behaviours. The study further found out that among the peer group factors; students‟ opinion on an individual student and identification based on informal group were significantly associated with antisocial behaviours, while participation in informal group, sharing problems with peers and characteristic of friends‟ behaviour were not significantly associated with antisocial behaviours. The study found out that truancy was the most common, followed by bullying and drug abuse respectively. The study recommended that all children be given equal supervision as that given to the first born children. The study also recommended peer counselling training to be offered to all students.The counselling services need to be activitated and managed by trained teacher counsellors. The disciplinary measures should be modified in consultation with the students and teachers. Parents and teachers should aim at developing a holistic individual who is socially, intellectually and psychologically fit in the society. The concerted effort of the individual and the stakeholders are important for successful adolescents‟ transition.
Dark Triad Personality Traits and Moral Disengagement as Predictors of Students’ Propensity for Academic Dishonesty in Selected Kenyan Universities
(Kenyatta University, 2022) Oigo, Martha Lilian Akoth; Jotham N. Dinga; Anthony M. Ireri
Prevalence of academic dishonesty in Kenyan universities continues to be a great concern to educators. The problem has persisted even with institutions’ attempts to prevent, or punish students found to engage in academic dishonesty. Knowledge of situational factors associated with the vice has led to changes in dealing with academic dishonesty, but still the problem persists. A research focusing on personal factors related to propensity for academic dishonesty may provide new ways of approaching this problem. The objectives of this study were to: establish the relationship between Narcissism and propensity for academic dishonesty; investigate the relationship between Machiavellianism and propensity for academic dishonesty; determine the relationship between Psychopathy and propensity for academic dishonesty; investigate the relationship between moral disengagement and propensity for academic dishonesty; investigate whether sex moderated the relationship between the dark triad traits, moral disengagement and propensity for academic dishonesty; investigate the predictive value of the dark triad traits, and moral disengagement, on propensity for academic dishonesty. Guided by the life history theory and the social cognitive theory of moral thought and action, the study employed a predictive correlational design. The study sample consisted of 425 Bachelor of Education second year students, from seven chartered, public universities in Kenya. Data were collected using a questionnaire with items adapted from the Dark Triad of Personality Scale, Moral Disengagement Questionnaire, and Tendency toward Academic Misconduct Scale. A pilot study was conducted with a sample of 44 students. Bivariate relationships were examined using Pearson’s Product Moment Correlation Coefficient, results were as follows: Psychopathy had a significant and positive correlation with propensity for academic dishonesty, r (423) = .30, p < .05. Moral disengagement had a significant and positive correlation with propensity for academic dishonesty, r (423) = .39, p < .05. Narcissism had a negative but significant relationship with propensity for academic dishonesty, r (423) = -.17, p < .05. Machiavellianism had a non-significant relationship with propensity for academic dishonesty, r (423) = -.05, p > .05. A hierarchical multiple regression revealed that the relationship between the dark triad traits, moral disengagement, and propensity for academic dishonesty was not moderated by sex. Narcissism, Machiavellianism, psychopathy, and moral disengagement significantly predicted propensity for academic dishonesty (F (4,420) = 24.54, p < .05). Moral disengagement had the highest predictive value on propensity for academic dishonesty, (β = .52, p < .05), followed by narcissism, (β = -.23, p < .01), and psychopathy (β = .22, p < .05). Machiavellianism did not contribute significantly to the prediction, (β = -.07, p > .05). Social desirability accounted for 13 percent change in students’ propensity for academic dishonesty, R2 =.13, Adjusted R2 =.12, F (1,423) = 61.14, p <.05. Exploratory analyses showed partial mediation of moral disengagement in the relationship between psychopathy and propensity for academic dishonesty. The study concluded that the dark triad traits and moral disengagement were relevant in predicting propensity for academic dishonesty. Information from this study may provide insight for improving existing policies, practice, and ethics training on academic dishonesty in Kenya
Determinants of paternal involvement in pupils’ education and academic achievement among primary school pupils in Nairobi County, Kenya
(2014) Bironga, Sophia Moraa
Many studies have been done on the importance of parental involvement in children‟s education, yet few studies have examined the individual contribution that fathers and mothers make to their children‟s academic achievement. Fathers‟ role in children‟s education is of a great deal of interest to many people. This interest comes from the fact that traditionally in Africa, fathers were the hidden parents. They were taught to be breadwinners of their families but of limited importance in non-financial aspects of children‟s development. The purpose of this study was to investigate; the relationship between paternal involvement in children‟s education and pupils‟ academic achievement. The study was guided by Parental Involvement Model by Palkovitz (1997), Role Identity Theory by Stryker (1987) and Cognitive Development Theory by Piaget (1970).The research design of this study was ex post facto. The study was carried out in Nairobi county because of it‟s diversity of the population in general and its metropolitan nature. One school was selected from each of the four districts through simple random sampling. Forty standard six pupils were purposively sampled from each selected school due to their performance from the teachers‟ assessment record. This gave rise to a sample size of 160 pupils. Fathers of the selected children were automatically part of the sample, giving a total of 320 participants in the study. Data were collected through a questionnaire which each participant filled concerning paternal involvement. Pilot study was carried to establish content validity and reliability. Reliability was established using Cronbach‟s alpha coefficient and both likert scales used had reliability of above 0.7. The Statistical Package for Social Sciences (SPSS) was utilized to prepare and organize data for analysis and to test for significance. Descriptive statistics and inferential statistics were usedto analyze data. The results showed that there was a relationship between paternal involvement and pupils‟ academic achievement. Pearson Correlation had revealed that there was a relationship between fathers‟ involvement in pupils‟ education and pupils‟ academic achievement. The t-test revealed that there was no significant mean difference in the average scores of fathers‟ involvement in the education of boys and girls. ANOVA revealed that paternal involvement in pupils‟ education did not differ significantly by levels of education of the fathers. The results from (ANOVA) also revealed that paternal involvement in pupils‟ education did not differ significantly by the occupation of the fathers. Fathers were involved in activities like paying school fees, buying books and checking whether the children completed their homework. However, fathers were found to leave some duties like attending meetings and talking to teachers to their wives. It was concluded that fathers‟ involvement in their children‟s education influence their children‟s performance. It was recommended that there was need for school managers to encourage fathers to closely monitor and participate in their children‟s education.
Differential prediction of success in technical courses using the differential aptitude tests and Kenyan public examination grades
(2012-06-11) Kaheero-Katigo, Jokshan
The purpose of this research was to investigate the differential predictive validity of the Differential Aptitude Test (DAT), the Kenya Certificate of primary Education (KCPE) and the Kenya Certificate of Education (KCE) examination in the success of students in secondary level technical courses in Kenya. The predictive validities of the three batteries were compared in order to determine the subtests, which would predict technical performance best. The contention of the researcher was that both the K.C.P.E. and the K.C.E. were inadequate measures for purposes of selecting candidates for technical courses since they were academically biased. Academically biased mental tests are heavily loaded with verbal and numerical reasoning. They serve well in predicting for academic courses but not for technical courses which require spatial and mechanical reasoning abilities. The DAT contains both spatial and mechanical reasoning subtests and was therefore expected to be a better predictive tool for technical courses. The subjects were students enrolled in the technical institute of Kabete and Thika. They were categorized into two groups, namely; craftsmen (N=149) and artisans (N=61). The data included K.C.P.E. grades for the artisans, K.C.E. grades for the craftsmen, DAT scores and technical grades for both groups. The data analysis included frequency tabulations, correlational analysis, multiple regression and factor analysis. Correlational analysis revealed that certain public examination papers and DAT measures had high predictive validities for technical courses. For the craftsmen the most critical KCE papers were Mathematics, Geography, Biology, Physical Science and Technical courses. For the artisans, the most critical KCPE papers were Mathematics, Science and Agriculture, Technical Subjects, and the combined paper of Geography, History, Civics and Religious Education (GHCRE). The DAT tests with leading predictive validities were Numerical Ability, Abstract Reasoning, Mechanical Reasoning and Space Relations. Multiple Regression analysis was carried out for the purpose of determining the combination of predictor variables, which would maximize prediction of performance in technical courses. Various combinations of public examination papers and DAT tests emerged as potential multiple predictors of technical performance. The computed F ratio us revealed that the increments to predictable variance (R's) in technical performance attributed to inclusions of second and third order predictor variables were statistically significant. Latter additions tended to make minute contributions to predictable variance which reflected redundant measurement by the latter predictor variables. However, in many cases the accounted for variance was than 50per cent. Factor analysis was carried out with a view to identifying the constructs measures by the technical examination papers and as revealed in the intercorrelation matrices. It was observed that technical papers tended to load on a unique factor, which would have low correlation coefficients with the DAT and the public examination papers. On the basis of this study, it was recommended that the DAT should be incorporated into the selection procedures for technical institutes.
Dispositional Optimism and Learning Strategies as Predictors of Academic Achievement among Pupils in Public Primary Schools in Nakuru County, Kenya
(Kenyatta University, 2024-03) Bundi, Joel K.
Academic achievement of pupils from public primary schools in Nakuru County in national examination has constantly been skewed towards lower mean scores. This problem has continued to persist despite considerable effort made by teachers, psychologists, educational researchers, guidance and counseling professionals. The below average academic achievement has detrimental consequences to the learner, family, society and the nation. The affected learners miss out on the schools of their choices and become disoriented in career aspirations at this foundation stage, lose focus and hope. The family may be in stress looking for school to place the learner while the society and the nation may be in deficit of human resource capital required for socio-economic transformation and national development. To address this issue, the following objectives were formulated; To determine the relationship between dispositional optimism and academic achievement, to determine the relationship between learning strategies (deep, surface) on academic achievement, to establish if there exists significant sex differences in pupil’s learning strategies and dispositional optimism, to establish if there exists significant differences in learning strategies and dispositional optimism based on socioeconomic status of pupils and to establish the prediction equation of academic achievement from pupil's learning strategies (surface, deep) and dispositional optimism having controlled for demographic factors. The study was based on learning approaches model by Marton and Saljo (1976) and dispositional optimism theory by Scheier et al. (1994). The study adopted convergent parallel mixed research design. All the 41524 standard eight pupils enrolled in 2021 in 747 public primary schools in the county formed the study's target population. The accessible population was 1364 class eight pupils from 16 public primary schools and who were targeted to sit for 2021 KCPE. The sample consisted of 400 standard eight pupils selected from 16 public primary schools selected using Israel (1992) sampling table. Probability sampling procedures, namely stratified and simple random and purposive sampling which is a non-probability sampling procedure were used in the selection of the schools and the respondents. Questionnaires and interview guide were used to collect data. A pilot study was conducted among 30 class eight pupils to establish the validity and reliability of the research instruments. The study used both descriptive and relevant inferential statistical procedures to analyze the data. The results showed that dispositional optimism and academic achievement had a moderate, positive and significant correlation, r (366) = .31, p < .05. There was a moderate, positive and significant correlation between deep learning strategies and academic achievement, r (281) = .40, p < .05. The study established that there was no statistically significant relationship between surface learning strategies and academic achievement, r (71) = .11, p > .05. The mean differences in deep learning strategies among boys and girls were not statistically significant, t (281) = 0.92, p = .36. The mean differences in surface learning strategies among boys and girls were not statistically significant, t (71) = 1.29, p = .20. The mean differences in dispositional optimism between boys and girls were not statistically significant, t (366) = 0.95, p = .34. The study established that the differences in deep learning strategies based on SES were not statistically significant, F (2, 280) = 1.58, p > .05. The differences in surface learning strategies based on SES were not statistically significant, F (2, 70) = 0.04, p > .05. There were significant differences in pupil's dispositional optimism based on socio-economic status, F (2, 365) = 4.09, p < .05. Dispositional optimism, surface and deep learning strategies significantly predict academic achievement among the pupils, F (3, 364) = 147.84, P < .05. The study recommends that the MOE should enhance and regularly conduct capacity building for teachers on how to enhance pupil’s dispositional optimism and deep learning strategies for better academic achievement in primary schools.
Effect of Computer Attitude and Test Anxiety on the Reliability of Computer Based Science Test in Nairobi City County, Kenya
(Kenyatta University, 2022) Mbithi, Wambua Richard; Peter A. M. Mwaura; Jotham N. Dinga
Computer based testing is increasingly being adopted in assessment systems the world over because of the many advantages that it has over the traditional paper based test format. In spite of its advantages, there has been concern that this mode of administration should be of good quality. There have also been concerns about the effect of some pupil psychological and personal characteristics on computer based test quality. The indicator of test quality that was considered in this study was reliability. While a number of studies on computer based test reliability have been done in other countries, none are readily available in Kenya. The purpose of this study was to determine the effect of computer attitude and test anxiety on the reliability of a computer based Science test in Nairobi City County. The study also explored the intervening effect of gender. The theoretical framework that guided this study consisted of the Cognitive Load Theory, the Theory of Reasoned Action and the Processing Efficiency Theory. Multi-stage sampling was used to select 424 standard seven pupils in Nairobi City County that participated in this study. A 2x2 factorial between subjects experimental research design was utilized, whereby sampled pupils were assigned at random to the computer based test or the treatment group and the paper based test group which was also the control group. The main tool used in this study was a Science test that was administered via either the computer or the paper based test modes. All sampled pupils also responded to the Computer Attitude Scale and the Westside Test Anxiety Scale. A pilot study was used to refine and calibrate these instruments. Data was analyzed using the independent samples t-test, two-way and three-way analysis of variance. Significance of the results was tested at an alpha value of 0.5. Results of analysis indicated that the computer based Science test was reliable and therefore fulfilled the quality imperative. It was also found that computer attitude did not have an effect on the reliability of the computer based Science test. Regarding test anxiety, it was found that it had a non-significant effect on the reliability of the computer based Science test. In combination, computer attitude and test anxiety did not have an effect on reliability. Gender did not have an effect on the reliability of the computer based Science test. It was however found that there was a non-significant interaction of computer attitude and test anxiety among girls. It was concluded that computer based testing provides reliable test scores and therefore its use in schools as well as in national assessments can be upscaled. Future research can consider samples from other counties and class levels as well as other school subjects. It was also recommended that future research considers the reliability of the computer adaptive test mode.
The effects of peer pressure on the educational achievement, educational aspirations and occupational aspirations of form four students in Kericho District
(2012-06-14) Rono, Ruthie Chepkoech
The study dealt with the effects of peer pressure on academic achievement, educational aspirations and occupational aspirations of secondary school students. The study examined the relationship (if any) between the perception of peer pressure and academic achievement in mock examination, peer pressure and educational aspirations, and peer pressure and occupational aspirations. The study further attempted to find out whether there are differences in the students' perceptions of peer pressure when the intervening variables of sex, school attended and residential status of students were taken into consideration. The sample included 484 students who were in form 4 in 1987. These students were randomly drawn from five secondary schools in Kericho District. All subjects were administered a questionnaire comprising a section of open-ended items and a section of items utilizing a Likert scale. The Likert scale was used to elicit the subjects’ perceptions of peer pressure on various academic, educational and occupational issues. The results showed statistically significant relationship between peer pressure and academic achievement when peer pressure to do homework and peer pressure to choose subjects were considered. No statistically significant relationship was obtained for the relationship between academic achievement and peer pressure to work hard for good marks and peer pressure not to miss classes. A statistically significant relationship was obtained for the perception of peer pressure and educational aspirations. For the relationship between peer pressure and occupational aspirations, statistically significant relationships were obtained for peer pressure to look for employment and peer pressure to look for professional training after completing Form 4. However, no statistically significant relationship was obtained for the relationship between peer pressure to choose an occupation and the occupational aspirations of students. The analysis further revealed that the sex of the student did not affect the perception of peer pressure towards academic achievement and educational aspirations. However, sex differences were obtained for occupational aspirations. The type of school attended was not significant for the perception of peer pressure on academic achievement. The school attended was significant in the perception of peer pressure on educational aspirations. The school attended was also found to be significant when occupational aspirations were considered. The residential status of the respondents had quite some interesting results when academic achievement was considered, significant differences were obtained for some academic situations and not for others. For example, significant differences were obtained for the perception of peer pressure to do homework and to work hard for good marks. However, no significant differences were obtained for choice of subjects and in the perception of peer pressure not to miss classes. Residential status was significant for educational aspirations except when it came to the issue of aiming towards university education, boarders and day scholars were homogeneous. Residential status was found to be significant for occupational aspirations except in the perception of peer pressure to seek after completing Form 4. The general conclusion emanating from this study was that first; peers exert some influence on the students’ decisions concerning academic activities and aspirational decisions. Secondly, the sex of the student determines the susceptibility to peer pressure in some areas while in other areas; sex does not make a difference. Thirdly, the type of school attended influences some aspects of academic and aspirational behaviour while in others, there is no clear-cut influence. In general therefore, the researcher concludes that the effect of peer pressure largely depends on the issues concerned and the sex, school and residential status of the students i.e. it is significant in short term decision and not significant in long term decisions. More research needs to be undertaken to compare parent and peer influence on all areas of adolescent behavior. Other factors like age, birth order, and economic and educational background of parents should be studied to determine their influence on adolescent susceptibility to peer pressure.

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