MST-Department of Educational Psychology

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Academic Engagement and Grit as Correlates of Academic Burnout among Form Three Students in Nyandarua County, Kenya
(Kenyatta University, 2024-07) Gichomo,David Giita
Academic burnout is a condition that arises from students’ feeling of exhaustion and incompetence in academics. The academic burnout might be due to multiple factors such as school assignments, continuous assessment tests among other examinations. These may lead to academic disinterest and students’ unexplained absenteeism. This study intended to establish the relationship between academic engagement, grit and academic burnout among form three students in Kipipiri Sub-county in Nyandarua County, Kenya. Students experiencing academic burnout may face maladjustment that may seriously affect their academic path. Students in Nyandarua County secondary schools experience academic burnout. The aim of this study therefore, was to determine the relationship between academic engagement and academic burnout and to establish the relationship between academic grit and academic burnout. Further, the study sought to establish the prediction equation for academic burnout from academic engagement and academic grit. Work engagement theory and grit theory were used to guide this study. Correlation research design was employed. Form three students were the target population 1,152 (572 boys and 580 girls) from 8 secondary schools in Kipipiri Sub-county. The sampling methods that were used in the study are purposive sampling, proportionate sampling and simple random sampling. The sample comprised of 349 participants from 8 secondary schools. Research tools used consisted of the Utrecht work engagement scale meant for students, academic grit scale and the academic burnout scale. A pilot study was carried out using 36 students selected randomly in one of the schools within Kipipiri Sub-county. To ascertain validity of the research instrument, the researcher presented them to expert (supervisors) for scrutiny. Cronbach’s alpha coefficient was used to ascertain the reliability of the research instruments. Statistical Package for Social Science (SPSS version 25) was used to compute inferential and descriptive statistic. The study established that there exists a significant negative relationship between academic engagement and academic burnout. r(345) = -.68, p< .05. It was also established that there exists a negative and significant relationship between grit and academic burnout, suggesting that, the higher the academic grit, the lower the academic burn out and vice versa. , r (345) = -.76, p< .05. It was established that both grit and academic engagement had a joint negative and significant predictive value on academic burnout among form three students in Kipipiri Sub County. R obtained was 0.59 which suggests that 59% variance in academic burnout is explained by grit and academic engagement. The study recommends that teachers should come up with guidance programs and other more relevant interventions to help students boost their academic engagement and grit in order to reduce academic burnout.
Academic Engagement and Learning Approaches as Predictors of Academic Achievement among Form Three Students in Machakos County, Kenya
(Kenyatta University, 2022) Masila, Judith Nthenya; Anthony Ireri
The academic achievement of most secondary school learners in Kangundo Sub County has been below average for the period between 2015 and 2019. Studies have shown that cognitive variables influence academic achievement of students. However, the studies that have been conducted so far involved samples of students from other areas that differ from Kangundo Sub County in many aspects. This study examined academic engagement and learning approaches as predictors of academic achievement. The objectives of the study were to; examine the relationship between cognitive engagement and academic achievement among form three students, investigate the relationship between emotional engagement and academic achievement among form three students, examine the relationship between deep approach to learning and academic achievement among form three students, find out the relationship between surface approach to learning and academic achievement among form three students and to develop a regression model to predict academic achievement from academic engagement and approach to learning.The study used a correlational design. The study was based on social cognitive theory and engagement theory. The target population comprised of 24 secondary schools in Kangundo Sub County. The target population of the students was 2640 form three students in the year 2020. Purposive sampling and simple random sampling techniques were used to select the sample. The sample size consisted of 10 secondary schools and 417 students. A pilot study was done in one school involving a sample of 30 students to establish the validity and reliability of questionnaires. The researcher collected data from the respondents using self-administered questionnaires. Frequencies, mean, standard deviation and percentage were used to analyze background information and describe academic engagement, approach to learning and academic achievement data. Inferential statistics was used to test research hypotheses. The study established that cognitive engagement and academic achievement had a positive significant correlation r (368) = .22, p < .05). Emotional engagement and academic achievement had a significant correlation, r (368) = .31, p < .05. There was a significant positive correlation between deep approach to learning and academic achievement, r (368) = .27, p < .05. There was a weak positive correlation between surface approach to learning and academic achievement, r (368) = .12, p < .05. Only 14% variance in students’ academic achievement was accounted for by cognitive engagement, emotional engagement, deep approach and surface approach to learning. The multiple correlation coefficient was 0.37 which indicates that the independent variables moderately predict academic achievement. R square was 0.14 implying that 14% variance in academic achievement is explained by cognitive engagement, emotional engagement, deep approach and surface approach. The study recommends that teachers should strive to enhance cognitive engagement, emotional engagement and guide the students to adopt deep approach to learning in order to enhance academic achievement. Student counsellors may leverage on the study findings when designing guidance programs that focus on enhancement of academic engagement and adoption of deep approach to learning for better learning outcomes.
Academic Mindset and Buoyancy as Correlates of Academic Motivation Among Form Three Students in Murang'a County, Kenya
(Kenyatta University, 2023-11) Wanjiru, Kaguanjai Stella; Theresia Kinai
Academic motivation and achievement emotions as predictors of self-regulated learning among Form three students in Nyeri County, Kenya
(Kenyatta University, 2024-04) bundi, Rosalyne karuana
Ineffective use of self-regulated learning strategies by learners in their studies may be a hindrance to the realization of successful learning outcomes. When students fail to utilize self-regulation strategies, the impact may be evident in massive failure in teacher made tests as well as national examinations. More specifically, the failure maybe attributed to limited use of planning, goal setting, rehearsal, seeking assistance and self-evaluation in academic activities. In order to help students utilize these strategies, there is need to investigate the psychological variables which promote or hinder their use in learning. Consequently, the purpose of this study was to determine if academic motivation and achievement emotions predicted self-regulated learning among form three students in Nyeri county. The study aimed at developing a model to predict students’ self-regulated learning from academic motivation and achievement emotions. Further, the study established the relationships of academic motivation and that of achievement emotion and self-regulation as well as gender differences in both academic motivation and achievement emotions. The control value theory, self-determination and social cognitive theory informed the theoretical framework. The reseach design adopted was ex- post facto research design and the study was carried out in Nyeri Central Sub- County, Kenya. All the students in form three in Nyeri Central Sub- County public schools in the year 2022 were the study’s targeted population. A pilot study that helped improve the research instruments was conducted in Kieni West Sub-County. The sampling procedures used to select a sample that comprised of 200 participants from four public secondary school were simple random, stratified and purposive sampling. A questionnaire was developed to collect information on participant’s personal information. The scales used to measure academic motivation, achievement emotions and strategies of self-regulation were Academic Motivation Scale, Achievement Emotions Questionnaire and Motivated Strategies for Learning Questionnaire respectively. Data was analyzed using Pearson’s Product Moment Correlation Coefficient, multiple regression and independent samples t-test. Findings of this study revealed that academic motivation correlated positively and significantly with self-regulation. (r (196) =.77, ρ<.01). The highest positive predictive weight on self-regulated learning from academic motivation was from intrinsic motivation towards accomplishment (β=.56, ρ<.05) followed by intrinsic motivation to know (β=.09, ρ<.05). Both amotivation and extrinsic motivation external regulation domains had significant negative predictive weight on self-regulation. However, a non-significant predictive weight was evident in self-regulated learning and intrinsic motivation to experience stimulation, extrinsic motivation identified and extrinsic motivation. Achievement emotions enjoyment had a strong positive correlation with self-regulated learning (r (196) =.87, ρ<.01). Emotions of anger, anxiety and boredom had a negative correlation with selfregulation. A significant gender difference in students’ academic motivation was identified (t (196) =4.63, ρ<.05). A non- significant gender difference was evident in emotions of enjoyment, anger and boredom. However, a significant gender difference was identified in emotion anxiety in favour of girls. The study’s recommendations included the school administrators should coming up with intervention measures to help students develop emotion of joy as well as increase their intrinsic motivation level. Parents and teachers are also to come up with ways to inculcate and retain high level of intrinsic motivation as well as achievement emotion enjoyment and curb emotions of boredom, anxiety and anger from the experiences of the learner. Further research on predictor variables academic motivation and achievement emotions are also recommended.
Academic motivation and achievement emotions as predictors of self-regulated learning among form three students in Nyeri County, Kenya
(Kenyatta University, 2024-04) Bundi, Rosalyne Karuana
Ineffective use of self-regulated learning strategies by learners in their studies may be a hindrance to the realization of successful learning outcomes. When students fail to utilize self-regulation strategies, the impact may be evident in massive failure in teacher made tests as well as national examinations. More specifically, the failure maybe attributed to limited use of planning, goal setting, rehearsal, seeking assistance and self-evaluation in academic activities. In order to help students utilize these strategies, there is need to investigate the psychological variables which promote or hinder their use in learning. Consequently, the purpose of this study was to determine if academic motivation and achievement emotions predicted self-regulated learning among form three students in Nyeri county. The study aimed at developing a model to predict students’ self-regulated learning from academic motivation and achievement emotions. Further, the study established the relationships of academic motivation and that of achievement emotion and self-regulation as well as gender differences in both academic motivation and achievement emotions. The control value theory, self-determination and social cognitive theory informed the theoretical framework. The reseach design adopted was ex- post facto research design and the study was carried out in Nyeri Central Sub- County, Kenya. All the students in form three in Nyeri Central Sub- County public schools in the year 2022 were the study’s targeted population. A pilot study that helped improve the research instruments was conducted in Kieni West Sub-County. The sampling procedures used to select a sample that comprised of 200 participants from four public secondary school were simple random, stratified and purposive sampling. A questionnaire was developed to collect information on participant’s personal information. The scales used to measure academic motivation, achievement emotions and strategies of self-regulation were Academic Motivation Scale, Achievement Emotions Questionnaire and Motivated Strategies for Learning Questionnaire respectively. Data was analyzed using Pearson’s Product Moment Correlation Coefficient, multiple regression and independent samples t-test. Findings of this study revealed that academic motivation correlated positively and significantly with self-regulation. (r (196) =.77, ρ<.01). The highest positive predictive weight on self-regulated learning from academic motivation was from intrinsic motivation towards accomplishment (β=.56, ρ<.05) followed by intrinsic motivation to know (β=.09, ρ<.05). Both amotivation and extrinsic motivation external regulation domains had significant negative predictive weight on self-regulation. However, a non-significant predictive weight was evident in self-regulated learning and intrinsic motivation to experience stimulation, extrinsic motivation identified and extrinsic motivation. Achievement emotions enjoyment had a strong positive correlation with self-regulated learning (r (196) =.87, ρ<.01). Emotions of anger, anxiety and boredom had a negative correlation with selfregulation. A significant gender difference in students’ academic motivation was identified (t (196) =4.63, ρ<.05). A non- significant gender difference was evident in emotions of enjoyment, anger and boredom. However, a significant gender difference was identified in emotion anxiety in favour of girls. The study’s recommendations included the school administrators should coming up with intervention measures to help students develop emotion of joy as well as increase their intrinsic motivation level. Parents and teachers are also to come up with ways to inculcate and retain high level of intrinsic motivation as well as achievement emotion enjoyment and curb emotions of boredom, anxiety and anger from the experiences of the learner. Further research on predictor variables academic motivation and achievement emotions are also recommended.
Academic Motivation and Self- Efficacy as Predictors of Academic Performance among Form Three Students in Kitui County, Kenya
(Kenyatta University, 2024-01) Kipngetich, Francis Kogei
Poor academic performance in national examinations in Kenya like in most countries has been an issue of concern. Poor academic performance has been attributed to school environmental factors with individual psychological factors receiving little attention yet this may contribute towards poor students’ academic performance. In addition to this, most of the studies that have explored psychological factors have been done in developed countries hence leaving a gap locally. The purpose of the study was therefore to examine if self-efficacy and motivation predicts academic performance and if so, to what extent. Academic performance was the outcome variable while the predictor variables was motivation and self-efficacy. The objectives of the study were to examine the relationship between motivation and academic performance, establish the relationship between self-efficacy and academic performance, to determine the relative predictive weights of motivation and self-efficacy on academic performance and lastly to test for gender differences in academic motivation and self-efficacy. Self-determination theory by Ryan and Deci and Social Learning Theory by Bandura guided the study. Data was collected through use of questionnaires which also gave students biographical information. The researcher employed ex post facto design and involved 193 study participants. Out of 31 public secondary schools in Kitui County, 25% of the schools were sampled for this study. Stratified random sampling procedure was used to select the study sample, 8 schools were selected to participate in the study, and 24 students were randomly selected from each secondary school. A pilot study was carried out on a random sample of 40 students from a public school which was not part of the study sample but of similar characteristics as sampled schools. The academic motivation and academic self-efficacy scales were adapted to measure academic motivation and self-efficacy. Students’ academic performance was measured by use of examination records which was obtained from the schools. Pearson product moment correlation coefficient was used to test relationships between variables while multiple regression analysis tests were used to obtain the relative predictive weights of independent variable on outcome variable and t-test for predictor variables for gender. Data was analyzed by use of descriptive and quantitative statistics. This research may be of importance to the educators as they may understand how these psychological predictors may impact on their students. Secondly, the teachers may be able to gauge their students’ motivation and self-efficacy which may help them in setting realistic targets for performance. Understanding motivation and self-efficacy may enable schools reach operational efficiency as teachers will be in a position to address students according to their study requirements. In view of the findings, it can be inferred that academic motivation, self-efficacy and academic performance are statistically dependent as the p-value in the ANOVA model was .000 which is less than 0.05, the alpha level of significance for academic and self-efficacy and academic performance (R (192) =0.367. The study recommended that all stakeholders in education should work together in creating conducive environments for development of academic motivation and self-efficacy, among students, and appropriate intervention programmes should be developed in schools, particularly targeting girls in order to help reduce the gender differences which were found to exist with regard to students’ academic motivation and self-efficacy learning.
Academic Optimism, School Anxiety, and Fear of Failure as Antecedents of Academic Achievement among Form Three Students in Kitui County, Kenya
(Kenyatta University, 2024-05) Muimi, Dorcas Mutanu
Secondary schools in Kenya have been recording poor grades in national examinations in the last five years (2017-2021). This poor performance is worrying because it limits students from joining higher institutions of learning alongside securing jobs in the competitive market. Research has associated poor academic achievement with contextual and psychological factors. This study intended to examine students' academic optimism, school anxiety, and fear of failure as antecedents of students' academic achievement. The primary objective was to ascertain the existence of a correlation between academic optimism, school anxiety, fear of failure, and academic achievement. The predictive weight of academic achievement was also determined given academic optimism, school anxiety, and fear of failure. Martin Seligman’s theory of optimism, theory Albert Bandura’s social cognitive and Birney and Teevan’s fear of failure theory were used to guide this study. The research used an ex post facto research design, and was conducted in Kitui County, Kenya. This research targeted the entire form three students in government sponsored schools in Kitui County in 2023. The sample consisted of 400 students in form three who were chosen from 10 different schools. The schools and participants were selected through purposive and stratified sampling procedures. Simple random technique was also used. Student’s academic achievement was inferred from their end of term 2, year 2023 examinations scores. Piloting of the study was done using 20 form three students in schools within Kitui County. The study used descriptive and inferential statistical procedures to analyze the data. Specifically, it used Pearson’s Product Moment Correlation Coefficient, Multiple regression and ANOVA. Results from the analysis revealed that student’s academic optimism had a positive significant relationship with academic achievement (r (386) = 0.12, p < 0.05). On the other hand, school anxiety and fear of failure had a significant negative relationship with academic achievement (r (386) = -0.24, p< 0.05); (r (386) = -0.15, p< 0.05) respectively. School anxiety was found to be the best predictor of academic achievement scores followed by academic optimism which had a significant and positive predictive value β = -0.22, t (386) = -3.96, p < .05 and β = 0.13, t (386) = 2.72, p < .05 respectively. Findings on exploratory analysis reported that student’s academic optimism, school anxiety and fear of failure varied by school type. This study may benefit educational policymakers by providing them with insights on developing educational practices that make a school a more pleasant environment for its students
Academic Resilience and Motivation as Correlates of Academic Engagement among Form Three Students in Meru County, Kenya
(Kenyatta University, 2024-03) Muriuki, Purity Gatwiri
Academic engagement refers to the energy which the student employs within his/her learning community. It emphasizes on the good characteristics of students that are associated with academic performance, retention in school, and completion. Strikes, property damage, absenteeism, and school dropouts in Meru County may be signs of lack of academic engagement. The study’s objectives focussed on establishing the correlation between academic resilience, motivation and academic engagement and determining the degree to which academic motivation and resilience predict academic engagement. It also sought to determine whether there were any differences in gender based on academic resilience and motivation. The study’s theoretical basis was formed by self-determination (Deci & Ryan 1985) and ecological systems (Bronfenbrenner, 1979) theories. It employed a predictive correlational study design. A sample constituting of 341 students (boys = 180 and girls = 161) from the population of form three students attending public schools in Imenti North Sub County, Meru County, was chosen. The sampling techniques employed to select the schools include stratified and purposive. The participants from the sampled schools were selected proportionately and randomly. An adapted questionnaire which composed of academic resilience scale, academic motivation scale and student engagement measure was utilised to collect data. Piloting was carried out to confirm whether the research instruments adapted were valid and reliable. Statistical Package for Social Sciences (SPSS) was used in analysing data. Pearson product moment correlation, t-test for independent samples and multiple regression analysis techniques were applied to test the null hypotheses. Academic resilience, motivation, and engagement had a strong positive relationship. There was no significant gender difference in academic resilience. Both intrinsic and extrinsic motivation varied significantly across genders. The difference in amotivation between respondents based on their gender was not significant. The main recommendation of this study was that educators, parents, guardians and other interested parties should strive to equip the students with the right skills in order to develop their academic resilience and motivation, which have been found to support students’ academic engagement.
Academic Resilience and Self-Efficacy as Predictors of Academic Achievement among Form Three Students in Trans-Nzoia County, Kenya
(Kenyatta University, 2023) Angeline, Kelly; Anthony Muriithi Ireri
For the past five years, 2015 to 2019 Trans-Nzoia County has shown a low academic achievement in Kenya Certificate of Secondary Education (KCSE) among students. Little has been done in this area to establish how academic achievement relates with academic resilience and academic self-efficacy among form three learners. The aim was to explore how academic resilience and self-efficacy related with academic achievement. The study objectives were: To examine whether there is a relationship between academic resilience and academic achievement, to examine how academic self-efficacy correlates to students’ academic achievement, to establish differences in gender in students’ academic resilience and academic self-efficacy and to determine how academic achievement is predicted from academic resilience and academic self-efficacy. Flach’s theory of resilience and social cognitive theory by Bandura were applied in this study. Correlational research design was used and the study targeted 1500, form three learners in Kiminini Sub-County in the year 2021. Kiminini Sub County, public secondary schools and form three students were purposively sampled. The number of participants per school was proportionately determined and 306 participants were randomly picked. Data was collected using academic resilience and academic self-efficacy scales. Students’ academic achievement was obtained from students’ progressive records. To ascertain whether research tools used were reliable and valid, piloting was done. SPSS (Version 21) aided analysis of data. The hypotheses were tested by both descriptive and inferential statistic. Pearson correlation and multiple regression analysis were employed to test research hypothesis. Findings indicated a strong relationship between academic resilience and academic achievement, r (279) = .65, p < .05. Academic self-efficacy significantly and moderately correlated positively with academic achievement, r (281) = .46, p < .05. Gender differences were statistically significant in academic resilience, t (279) = - 4.11, p < .05. Significant gender differences also existed in academic self-efficacy, t (279) = -4.74, p < .05. R squared value was 0.54 showing that 54% of the variance in academic achievement could be attributed to academic resilience and self-efficacy. This study recommends that teachers should utilize the findings to come up with suitable instructional methods and guidance programs to help students enhance their self-efficacy and resilience skills for better learning outcome.
Academic Self-Efficacy and Locus of Control as Correlates Of Pupils’ Mathematics Performance in Public Primary Schools in Nyandarua County, Kenya
(Kenyatta University, 2023-11) Kamau, Dorcas Njeri; Lucy Mawang
Pupils in Nyandarua County, Kenya, persistently record poor mathematics performance in KCPE examinations. Studies in Nyandarua County have concentrated more on learning environment and teacher related factors, affecting mathematics performance, while limited studies have focused on pupils’ academic self-efficacy and locus of control. Therefore, this study aimed at establishing the relationship between academic self-efficacy and pupils’ mathematics performance in primary schools in Nyandarua County, Kenya. The study also sought to examine the relationship between locus of control and pupils’ mathematics performance. Subsequently, the prediction equation of pupils’ mathematics performance from academic self-efficacy and locus of control was established. Pupils’ age and gender were the intervening variables. Bandura’s socio cognitive learning theory and Rotter’s locus of control theory guided this study. Correlational research design was used. The study targeted all class eight pupils 1,810 (930 boys and 880 girls) in Kipipiri sub- county. Purposive sampling was applied in selecting the sub-county of the study and participating class, simple random sampling was used in selecting participating schools and participants, while stratified sampling was used to categorize participants into category of boys and girls. A total of 320 sampled participants were drawn from 8 public primary schools out of 67. The academic self-efficacy scale and locus of control scale were used to collect quantitative data. Mathematics performances were obtained from pupils’ mid and end of term two 2022 examination scores. A pilot study was carried among 35 participants and instruments were adjusted accordingly to improve reliability and validity. Statistical Package for Social Science (SPSS version 21) was used in data analysis. Data was analysed using both descriptive and inferential statistics including Pearson’s product moment correlation coefficient and multiple regressions. The study hypothesized that pupils’ academic self-efficacy and locus of control may positively influence their mathematics performance. The results revealed a positive and significant relationship between academic self-efficacy and pupils’ mathematics performance, r (312) =.61, p =.00. There was a positive and significant relationship between external locus of control and pupils’ mathematics performance, r (209) = .49, p = .00. The study found a positive and significant relationship between internal locus of control and mathematics performance, r (101) = .646, p = .00. There was a moderate positive interrelationship between locus of control and self-efficacy score as predictor variables and mathematics performance as the outcome variable, R = .63. R square value showed that locus of control and self- efficacy accounted for about 39% of the total variance in mathematics performance. The study recommends that parents, teachers, and other education stakeholders should work together and come up with guidance programs to help the pupils acquire more academic self-efficacy for success and internal locus of control for better performance in mathematics.
Academic Self-Efficacy and Locus of Control as Correlates of Pupils' Mathematics Performance in Public Primary Schools in Nyandarua County, Kenya
(Kenyatta University, 2023-11) Kamau, Dorcas Njeri; Lucy Mawang
Achievement Motivation and Metacognition as Predictors of Mathematics Achievement among Form Three Students in Busia County, Kenya
(Kenyatta University, 2024-06) Okaka,Brian Mukani
A significant number of KCSE candidates in Busia County have been performing below average in mathematics. Studies have been conducted in different counties in Kenya on the factors that may be associated with poor performance in mathematics in national examinations. However, despite the efforts that have been made, this is yet to be satisfactorily addressed. In Busia County, achievement motivation, metacognition as predictors of mathematics achievement have received little attention. This study sought to examine achievement motivation and metacognition as predictors of mathematics achievement in order to come up with a model that can be used to predict mathematics achievement. The specific objectives were; to examine the relationship between achievement motivation and mathematics achievement, to find out the relationship between metacognition in mathematics and mathematics achievement, to examine if there were gender differences between achievement motivation and metacognition on mathematics achievement, and to determine the predictive weight of achievement motivation and metacognition on mathematics achievement among form three students. This study was based on two theories namely; achievement theory of motivation by McClelland (1985) and model of cognitive monitoring by Flavell (1976). Quantitative research methodology was adopted with a correlational research design. The target population for this study was 5395 Form three students in 28 public secondary schools in Samia Sub-County. Purposive sampling, proportionate sampling, and simple random sampling techniques were used to select the participants. A sample size of 361 students was selected from a target population of 5395. Academic motivation scale, metacognition scale, and mathematics achievement score sheet were used to collect data. Pilot study was conducted among 30 students in one public secondary school in Samia Sub-County to establish the validity and reliability of achievement motivation and metacognition scales. The researcher conducted a number of descriptive statistics such as mean, percentage, and standard deviation to describe the study variables. Inferential statistics was used to test the research hypotheses. Results revealed that achievement motivation score had a strong, positive and significant relationship with mathematics achievement, r (346) = .76, p < .05. Metacognition also had a positive and significant relationship with mathematics achievement, r (346) = .52, p < .05. The results on metacognition revealed that the mean differences between male and female students were statistically significant, t (2, 344), p <.05. On achievement motivation score, the results revealed that the mean differences between male and female students were statistically significant, t (2, 344), p < .05. R square value was .70 which indicates that 70% of the variance in mathematics achievement among form three students in Busia County is jointly influenced by achievement motivation and metacognition. The study recommends that teachers and curriculum developers should include and improve ways of enhancing achievement motivation and metacognition like enquiry based learning in their teaching methodologies and in the school curriculum to ensure that it works for the benefit of the students in learning mathematics and better achievement in the subject.
Adjunct Questions in Text and Reading Comprehension among Good and Poor Readers in Standard 6 in Nairobi
(2012-02-08) Waka, Mary
The aim of this study was to find out if reading comprehension among good and poor readers could improve when questions were interspersed in text. The insertion of questions in prose material has been shown to facilitate learning from the material (Rothkopf, 1982). The adjunct question technique involves placing questions either before, or immediately after prose passages and asking learners to answer such questions while studying the passage. The sample was composed of 120 Standard 6 pupils attending City Council primary schools in Makadara division of Nairobi province. The experimental design was used where learners were divided into good and poor readers using the results of a Cloze procedure test that they took. The classroom English teachers were also to confirm that the subjects chosen were the actual good and poor readers. Each group was further divided into 3 sub-groups. The subjects then read different forms of the same text, that is, either text only, text with factual adjunct questions, or text with meaningful learning questions. Each subject read two passages that were very similar. After reading the passages, two written free-recall tests were administered. Two tests were given to increase the reliability of the scores obtained. After the scoring of the posttests, a mean score per subject was obtained and a 2 (reading ability) x 3 (type of text) Analysis of Variance (ANOVA) done to test the hypotheses formulated. A Scheffe test was also done to compare various pairs of means that were of interest in the study. Generally, adjunct questions were found to help in improving reading comprehension and recall of material read. Meaningful learning questions were better than factual questions because they led to more recall of material read among the poor readers. However, for the good readers reading comprehension did not depend on the type of text read. All the good readers performed well regardless of the adjunct questions. The poor readers who read text with meaningful learning adjunct questions performed as well as the good readers. The results of this study shows that the adjunct question technique can be used by the classroom teacher as a reading comprehension skill and it can be quite effective for the poor readers. The classroom teachers need to use meaningful learning questions more than factual questions. Curriculum developers can also include the use of adjunct questions in the curricula to help the poor learners. Publishers can intersperse questions in text to help the poor readers to read with meaning.
Adolescent students' problems and their help-seeking preferences in some selected secondary schools in Kitui District, Kenya
(2012-02-08) Maliti, Judith K.
Guidance and counselling in secondary schools is intended to prevent and solve the obvious physiological, psychological, social educational and vocational problems that adolescents face as they prepare for adulthood. However, it has been observed that a good number of learners do not seek guidance and counselling services. Yet they still need assistance for their developmental and academic problems. This study was therefore to examine the students' help-seeking preferences in some selected secondary schools in Kitui District. The study used a descriptive survey design. The target population comprised all students from selected secondary schools in Kitui District. The purposive sampling was used to select four schools to participate in the study. The stratified random sampling was used to select 200 students for the study. Data were collected by use of a questionnaire. The study found that both male and female students preferred the parents or guardian to other helpers. However, boys in boarding schools preferred a close friend to the other helpers. It was also revealed that students would mostly prefer the teacher counsellor when faced with guilt over things they are not necessarily responsible for. When they feel useless and hopeless and lack motivation, when they find it difficult to get along with their friends and to build new friendship, when faced with dating problems and social activities with members of the opposite sex, when very shy and timid and unable to express themselves confidently in public, when experiencing poor study habits, when they don't know how to improve their academic performances, when there are lots of things that distract them from their educational goals, when selecting the optional subjects to take for KCSE, when they have difficulties in selecting a college and course of study. The study recommended that the Ministry of Education should organise sensitization seminars for parents to educate them on their role in helping adolescents to overcome their problems and should sensitize the teacher counsellors and equip them with the necessary knowledge an skills in dealing with the adolescents in order to help them to overcome their development problems. The Ministry of Education should also organize seminars to strengthen peer counselling in boarding schools since these students would prefer to be helped by their fellow students rather than their teachers or parents/guardians. Finally, the study suggests that this research needs to be replicated in other districts as well with a larger sample in order to give a general picture for the whole country. There is also need to find out whether there are differences in help-seeking preferences of students in rural areas versus students in urban areas
Adolescents' perceptions on selected social factors influencing the quality of parent-adolescent relationships: a case study of Nairobi, Kenya
(2012-04-19) Mwaniki, Susan M
The purpose for this study was to investigate the quality of parent-adolescent relationship according to the adolescent’s perceptions. Social factors that influence parent-teen relationships as well as the most common sources of parent-teen conflict were also identified. A conceptual model derived from Brofenbrenner's Ecology of Human Development theory was used to guide the study. A random sample of 315 teenagers from 6 secondary schools in Nairobi Province was used to provide the required data through the use of self-administered questionnaires. Data were analyzed by use of frequencies, percentages, means and Oneway Analysis of Variance (ANOVA). The results of the study revealed that more than three quarters of the teenagers (82.2%) were classified as having good or very good relationship with the mother, 67.6% with the father and 74.3% with both parents. About half of the teenagers described their relationship with the mother and the father as good (53.2% and 46.4% respectively). The teenager's intensity of religion and conformity to peers significantly influenced the quality of relationship between the teenager and the mother, the father, and with both parents. The family type and birth rank of the teenager significantly influenced the quality of relationship between the teenager and the father as well as with both parents, but did not influence the relationship with the mother. The teenager's level of involvement with peers influenced the quality of relationship with the mother, but neither with the father nor with both parents. The teenagers age, gender, number of siblings and the type of school he/she attends did not significantly influence the quality of relationship with either the mother, the father or with both parents. Academic performance of the teenager was the most common and serious cause of parent-teen conflict, followed by boyfriend and girlfriend relations. Results also revealed that if teenagers were with their parents they would discuss a wide range of issues such as academic work, general friends, boyfriend/girlfriend relations and autonomy in decision-making.
Adults' perspectives on loss and grief: a case study of Kiambu Municipality, Kenya
(2011-12-22) Kamau, Grace Wangui
The need for loss and grief intervention has been recognized in various institutions of health and learning throughout Kenya. Development plans and policy papers have made various recommendations as regards the provision of guidance and counselling in schools and colleges. In sub Saharan Africa millions of people die every year as a result of sickness, accidents, famine, war and poverty related issues. In Kenya alone with prevalent rate of 13% HIV/AIDS and mortality rate of 700 adults per day the country is experiencing loss and grief at an alarming rate. Widows are left at the mercy of unscrupulous relatives who are more interested with property inheritance than caring for the children who have been left behind. Widowers on the other hand are left to care for themselves and their children contrary to the normal African practice. Hitherto, Africans have been known to enjoy the extended family and social support. With everyone seeking to adapt the Western lifestyle the close affiliation is slowly being eroded. This poses the danger of experiencing loss and grief in isolation. One must contend not only with the loss but also loneliness. The situation is exacerbated by lack of psychological intervention. This in turn leaves many people unable to process the loss they have experienced in a healthy way. This research was conducted in Kiambu Municipality and it involved fifty purposefully selected bereaved adults 20 males and 30 females who have experienced grief within the last five years. It further involved 30 practicing counsellors. Data was collected through questionnaires which were self administered to the bereaved and the counsellors. The data was analyzed through descriptive statistics such as frequency distributions and percentages. Qualitative descriptions were also used in the data presentations. The overall aim of this study was to study how adults perceive the loss of a significant other in their lives. The study focussed on adults perceptions on the loss of a significant other. Included in this study is the loss of a parent, spouse, child and sibling. This study was intended to find out gender disparities in perceptions, age variations in terms of perceiving loss and grief, the role of social and religious support in times of grief. The difference of perceptions in regard to the place of death, in relation, period of death, the age of the deceased and the marital cum economic status and level of education of the bereaved person. This study was guided by the principle that the perception of the adult determines his or her desire to seek intervention whenever faced by loss and grief. In addition, perceptions also determines whether one goes through normal or abnormal grief hence regarding to seek possible counselling intervention in mitigating complicated and pathological mourning. The main findings of this research was that each and adult perceives death in a very unique way which majority are aware of. Adults in Kiambu are also aware of counselling services offered as intervention for loss and grief. Those who do not seek professional support seek social and religious support. The adult's perceptions to loss and grief range from psychological, physical, social and spiritual to philosophical. Further information revealed that counsellors offer loss and grief therapy. According to the counsellors who responded, the study concluded that, there is need for more support from the Health and Educational sectors in terms of adequate training facilities, relevant reading materials and in service courses where therapists can receive more skills and techniques. Based on the findings, the study concluded that adults going through loss and grief are aware of counselling services available but have limited knowledge of its therapeutic value. Grief therapy has contributed to:- greater self awareness during grief, providing time to mourn and the necessary support during and after grief.
Analysis of teachers' attitudes towards proposed introduction of sex-education in Kenya: a case of special schools in Central Province
(2012-01-06) Njue, Francis Manyatta
The main purpose of this study was to identify and analyse the attitude of teachers in special schools towards proposed introduction of sex education in the school curriculum. The study aimed at determining whether teachers' social-demographic variables such as sex, highest academic qualifications, school level (secondary or primary), religious affiliation, and length of teaching experience had any influence on their attitudes. The target population for the study was teachers in special secondary and primary schools in Central province, Kenya. The sample was drawn from three special secondary schools and four special primary schools catering for the hearing impaired, physically handicapped, visually impaired and mentally handicapped learners. Stratified random sampling and purposive sampling were used to select sample primary and secondary special schools respectively. A total of seven special schools and seventy (70) teachers of both sexes, ten (10) from each of the selected schools comprised the research sample. Two instruments were used to collect data. A piloted researcher-made questionnaire and a semi-structured interview schedule were applied to elicit teachers' attitude towards introduction of sex education. The questionnaire was applied on the total sample, while the interview was given to only four teachers who represented a male and a female at primary and secondary school levels respectively. Data was analysed using descriptive and inferential statistics. A pilot study was undertaken to check and enhance validity and reliability of the research instruments before commencement of the actual study. Analysis of data was done by use of the Statistical Packages for Social Sciences (SPSS) at significance level of 0.05. The findings of the study indicated that teachers in special schools had highly positive attitudes towards introduction of sex education with a mean of 4.14 and a standard deviation of 0.28. School level (primary or secondary), gender, religious affiliation and length of teaching experience had no significant influence on the teachers' attitude. Only the highest academic level showed some influence. The differences in mean scores on attitude among teachers with different highest academic qualifications showed a significant difference at 0.05 level of confidence. However, there was no correlation between the mean scores of individual groups and their highest academic qualification. Teachers also demonstrated a high level of knowledge in their perceived implications of introduction of sex education in the school curriculum. This was evident in the numerous statements of advantages of sex education in response to part C of the questionnaire, which was also corroborated during the interviews. On the strength of the findings, it was recommended that teachers be empowered and encouraged to put their positive attitude into practice by assisting learners in acquisition of healthy, sexual behaviours and adjustments as they struggle through adolescence into adulthood.
An analysis of the factors influencing the performance of self-sponsored programmes in institutions of higher education in Kenya
(2011-10-25) Atela, Solomon Okeyo; Khayota, Maurice Otube; Ombuki, C.
Education is a social and interactive relationship. Academic governance, accessibility and quality have become key academic performance indicators and subsequently a means of comparison amongst institutions and respective programmes. As competition for higher education shifts from being the preserve of the public sector, these factors are bound to influence academic performance and evaluation globally and nationally, and therefore consumer perceptions of these services. Higher education in particular demands adequate resource and capacity development for effective service performance. In Kenya, consumers of higher education services particularly self-sponsored programmes, expect a holistic approach that meets not only their intellectual needs but also social and community needs. Through a descriptive survey of 250 staff and students of the University of Nairobi, this study examined and analyzed the factors that influence the performance of the self-sponsored progammes offered by the institution with a view to establishing consumer priorities. It established that consumers attach a greater value for a conducive academic environment especially facilities/equipment, interactive communication and being treated with respect and dignity (empathy) in the delivery of academic services. It is therefore imperative that the university facilitates a more consultative and performance-based approach in the management and delivery of quality and relevant courses in respective programs as a package to stem any negative perceptions of being unresponsive to market and consumer dynamics.
Analysis of the factors that influence drug abuse among students in primary teacher colleges in Central Province
(2012-02-07) Wambua, Solomon Musembi
The consumption of drugs and other related substances was practiced in African traditional societies. This was done within the set rules and regulations that governed the production and supply of these substances and also determined who was to use them. This controlled consumption of drugs was undermined by the coming of colonization in Kenya through the setting up of new social, political and economical structures. These structures commercialized the production and supply of some of these drugs such as alcohol and tobacco. This study has established that drugs of abuse to be easily accessible to most of the adolescents in our learning institutions. The objectives of this study were to find out; the extent of drug abuse in teachers training colleges, sources of these drugs and to identify the factors that influence students to abuse drugs. The study was carried out in primary teacher colleges in Central Province of Kenya. A total number of one hundred and fifty one (151) students were randomly sampled. Two primary teacher colleges were selected for the study while pilot study was done at Kilimambogo Teachers College. The non - parametric ch- square test was used to test for statistical significance at 0.05. A number of null and attentive hypothesis were tested. The results of the study revealed that there was a significant relationship between gender, age, residence and peer pressure, and drug abuse. The study also revealed that there was no significant relationship between family influence or level of education and students' drug abuse. The results further revealed that drug abuse in primary teacher colleges is influenced by many factors such as gender, age residence, peer pressure, having tried drugs and knowledge of drugs. These results showed that drug abuse is a real problem in our primary teacher colleges and needs to be addressed immediately. This is necessary because primary school teachers must lead the war against drug abuse in primary schools as these are the initial stages in education where a firm foundation must be started. The study recommended that establishing counselling services, formulating strict rules to discourage drug trafficking and brewing of illicit beer, and educating the family on how to deal with drug abuse-related problems should be enforced.
Analysis of the predictive validity of the Mock examination grades to KCSE examination grades in some selected schools in Ainamoi division, Kericho district
(2012-02-08) Soi, Gilbert Kipng'etich
Poor performance by students in secondary schools examinations and their poor attitudes towards certain subjects has aroused a lot of concern in the teaching fraternity. School examination grades from certain sampled papers have certain benefits, which may be used to alleviate the situation. School examination should be used to improve their future performance by helping the students to interpret their misconceptions through their performance. This may be possible if the examination administered to all the students in the district met the standards of Kenya Certificate of Secondary Education (KCSE) examination. A quality examination may be obtained if the district has subject panel setters and Kenya National Examination Council (KNEC) markers. However, very few schools use these grades with an aim of effectively improving the final KCSE examination grades for their students. This study therefore sought to find out the effectiveness of school examination grades (Mock) as a prediction of KCSE examination grades in terms of enhancement of students' attainment of learning objectives and retention of their contribution. The sample Mock examinations were matched with corresponding final grades scored at the end of form four. The schools were randomly selected from Ainamoi Division of Kericho District. The study was done in three secondary schools with students' population of eight hundred and eighty. Samples were taken over a period of ten years. The results were presented in tables of frequency distribution, means and percentages. Product moment test was used to test if the correlation between KCSE and Mock examination results existed. The research findings showed that school examination grades predicted KCSE results as they maintained or enhanced students' attainment of learning objectives. The greatest problem facing the effectiveness of Mock examination is lack of enough qualified subject setters who are trained KNEC markers in Kericho District. The district has no trained KCSE setters and the Mock papers they do may not be up to KCSE standard. Good performance in Mock examination influences students' attitudes in all subjects. The findings led to the primary recommendation that more teachers be trained as KNEC markers and that subject panels be formed in the district to set, moderate, proof read, and to mark Mock examination. Efforts should also be made to regulate syllabus coverage in the district

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