Master Theses and Dissertations(MST)

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This collection contains bibliographic information, abstracts and full text of master theses and dissertations held in Research and Special Collections Section in Kenyatta University Library

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A Comparative Study of Hepatitis B Virus among In-Mates and Low Risk Voluntary Blood Donors in Garissa County, Kenya
(Kenyatta University, 2024-07) Odallo, Vincent Bahati
Hepatitis B virus (HBV) infection is a life-threatening infection that attacks the liver and can cause both acute and chronic disease. This creates a high risk of death from cirrhosis and liver cancer. Hepatitis B infection poses a major health concern globally. It is estimated that in 2019, about 296 million people had been chronically infected with HBV globally and about 820, 000 deaths from hepatocellular carcinoma and cirrhosis were reported. In Kenya, HBV prevalence stands at chronic states of intermediate range (5-7%) and high (≥8%) with regional variations. Garissa County carries a high HBV infection risk with a reported prevalence of 14.1% in pregnant women attending antenatal care (ANC) clinics. This study sought to determine the seroprevalence and circulating Hepatitis B virus genotypes among the prisoners and compare it with that of the surrounding general population at Garissa Main Prison and Garissa County Referral Hospital respectively in Garissa, Kenya. A total of 130 in-mates and 130 voluntary blood donors were sampled in this study and a questionnaire used to collect data on their socio-demographic characteristics. Blood was then collected in plain vacutainers and the resulting serum tested for Hepatitis B surface antigen (HBsAg) using a rapid test strip. HBV DNA was then extracted from the serum and a 930bp region of the overlapping P/S gene amplified and sequenced. Logistic regression was used to evaluate socio-demographic factors associated with HBV seropositivity. Resulting HBV DNA sequences were manually edited, assembled into contigs and then aligned. Genotype identity of the aligned sequences was initially made using the Geno2pheno [hbv] 2.0 online data base. The aligned sequences from this study and genotype specific sequences in Genbank were then used to infer phylogenetic relationships of the local strains. The Geno2pheno [hbv] 2.0 online data base was further used to identify mutations in the samples associated with diagnostic failure and vaccine failure (in the S gene) and antiviral resistance (in the P gene). Majority of the study participants were males (86.9% among inmates and 95.4% among blood donors. Majority (76.2%) of the in-mates and of the donors (83.1%) were aged between 20-40 years while majority (51.4 % of the donors and 81.5% of in mates) had only a primary school level of education. HBV seroprevalence was significantly higher among in-mates compared to blood donors. Out of the total number of in-mates tested, 7 (5.4%) were HBV seropositive. Conversely, among blood donors 4 (3.1 %) were seropositive. There was a significant association between HBV seropositivity and gender among both the blood donors and in-mates. Out of the 22 HBV-DNA positive samples, genotype D was the most prevalent among both the in-mates and blood donors (81.8%). Genotype A sub-genotype A1 was only detected among the in-mate population (18.2%). All the genotype D sequences were found to be either D/A or D/E recombinants. HBsAg escape mutations associated with diagnostic failure were noted among both study populations. As a pioneer study on HBV in Kenyan prisons, the current study confirms the categorization of in-mates as HBV high risk populations. The dominance of HBV genotype D is a novel finding as studies in other regions of the country have identified genotype A as the most prevalent. Further studies should be carried out in other regions to determine circulating HBV genotypes and HBsAg escape mutations that may influence HBV infection diagnosis and treatment outcome in those regions.
A Model for the Dengue Virus Transmission Incorporating Educational Campaigning and Quarantining in Mombasa County, Kenya
(Kenyatta University, 2024-09) Munene, Antony Murimi
A survey of factors affecting safety and health practices of manufacturing firms' within the tea sector in Kenya:a case study of KTDA ltd managed factories, West of Rift
(2011-08-24) Koech, K. H.; Bett, S. K.; Murungi J.
This study intended to investigate the factors that affect safety and health practices of manufacturing firm's within the tea sector in Kenya by taking a survey study of KTDA Ltd managed factories, West of Rift. Traditionally, the company has enjoyed virtual monopoly in the tea sector which has grown over the years hence made Kenya a formidable world tea producer. However, competition from substitute products, new entrantsin tea business, supplier and demand bargaining power and competition rivalry have transformed the tea business environment. The objectives of the study were to investigate the factors of employee training, customer demands, Gov't legislation and adoption of requirements on ISO certification in work place safety and health practices. The significance of the study will be to KTDA top management and staff, the Gov't Especially the Ministry of Labour and Human Resource Development, potential investors intea beverage sub-sector and future researchers' interested in this field. The study adopted a descriptive research design using structured and unstructured questionnaires as an instrument for data collection. Three districts were used for the purposes of the study to identify a target population size of 1872. A further sample size of 192 respondents (48 managers, 48 supervisors and 96 workers) were selected using a stratified random method for the study as it gives every element an equal chance of inclusion in the stratum. The findings of the study were analyzed by the use of descriptive statistics that included Frequency tables, graphs and pie charts based on the research questions designed at the beginning of the study and completed by the respondents. Conclusions and inferences were drawn from the results about the tea industry on safety and health practices. The researcher at the end of the study proved safety and health practices/standards are affected by the factors under study. Conversely, when an organization pursues favourable safety and health practices, it has a positive (+ve) effect on the employee and company performance even in a rival and competitive business environment.
The Ab'atachoni theatre: its aesthetics and social significance
(2012-05-17) Karani, Solomon Kakai M
The aim of this study is to investigate the nature and character of the Ab'atachoni indigenous theatre forms as they are seen and observed today. At the core of this study is the search for viable definitions of the concepts of drama, theatre and performance. This study is further prompted by critical assumptions, which confine the concepts of drama and theatre to things like "script" and "a raised stage". The exploration of the Ab'atachoni theatre forms is an attempt to widen and deepen an awareness of the concepts of drama, theatre and performance beyond their "Tachonic" context. In other words, it is one of the key premises of this study that a good theory of art should have the potential of transcending its local or ethno-centric derivation. The central thesis of this study defines drama as a universal (abstract) human ability having a culture-specific elaboration. This central thesis, informed by a theatrical-linguistic model, also incorporates semiotic principles to study its object. This study is a product of observation and participation in actual performing situations. The study is structured as follows: Chapter One outlines the purpose and scope of the study. Chapter Two describes the social and aesthetic background of the Ab'atachoni community. Chapter Three examines the ritual-drama of okhusena omuse (herein referred to as omuse). This ritual-drama is analyzed as one of the genres of the Ab'atachoni theatre. in this performance, a ceremonial performer is invited to perform at the funeral ceremony of a Mutachoni elder on the second day after burial. Chapter Four describes and examines the dance-theatre of okhuuya. This dance-theatre is performed in honour of a Mutachoni elder on the first day after burial. Chapter Five describes and examines the narrative performance (olukano). A specific performance observed by this researcher is given to demonstrate how a performer selects from the narrative-matrix and gives the selected narrative theatrical uniqueness and liveliness. Chapter Six brings together the major arguments in this study. A link is established between the central thesis and the method of investigation. Three Appendices are provided. The First Appendix gives three narratives used as a part of the performances presented in Chapter Three (Omuse). The Second Appendix has two parts, the first part gives a sample of songs from the okhuuya ceremony referred to in Chapter Four and the second part has a selection of photographs taken at the okhuuya dance-theatre, performed in honour of Khisa King'asisa of Tongaren Division, Bungoma district. These reinforce specific points made in reference to this occasion in Chapter Four. The Third Appendix presents the narrative used as the basis for Chapter Five.
Abandonment of Church by Youth-Believers in the Seventh-Day Adventist Church in Kisii County, Kenya
(Kenyatta University, 2022) Kireri, Douglas Omosa; Julius Gathogo; Francis Mwaniki
The study sought to explore the rationale behind the abandonment of the Church, mainly among the youth-believers in the Adventist Church in Kisii County, Kenya. It has investigated why an otherwise committed youth, who faithfully used to attend the Church would suddenly stop showing up on a weekly, monthly and/or yearly basis, despite living in the neighborhood; yet they still claim to observe the Sabbath. This following objectives guided this research; to analyze the practicability of the Baptismal Class Sessions in the Seventh-Day Adventist Church in Kisii County, to explore the reasons why youth-believers abandon the Church after baptism in Kisii County, and to suggest solutions to the challenge of the phenomenon of youth abandoning the Adventist Church in Kisii County. The study reviewed the literature related to the Church and the youths. The study was theoretically informed by Emile Durkheim‟s Functionalist Theory, which argues that society is a system of related parts of social institutions, such as the family, religion, and the economy. Durkheim‟s theory concludes that religion acts as both glue and a lubricant to the social process. The researcher adopted descriptive design in analyzing the data. The target population in this study was the S.D.A Churches in Kisii County because it involved the youths in these Churches. Purposive sampling was conducted where youths in Churches were included in the study. In this regard, ten selected clergy and other Church members were purposively interviewed. The study used three types of questionnaires, that is, for the clergy, Church elders, and for the youths. The study also used interview schedules and Focused Group Discussions. Piloting was conducted in Kirenga Central S.D.A in Lari to test the validity and reliability of the research collection tool-questionnaire. In a nutshell, the study established the critical factors that make the youths abandon the Church. The main reasons include; failure of parental roles, boring worship service, misjudgment by elder members, dropping out of a ministry, poor role models, dropping out of a group, and gradual withdrawal. The study also explored potential solutions to the problem of youths in the vice of abandoning the Church. This includes: an emphasis on fundamental teachings, reorganization of baptismal classes, and making religious instructions pleasant among other solutions. The study will be crucial to the Church, the society and the country at large because it is geared towards attempts in remolding the moral uprightness of the society, as the Church partly plays the role of instilling morals to the youth. To the clergy, the study will help them to put up necessary measures in place in order to retain the youths in the Church. The research found out that the baptismal class sessions are in place in preparing new converts to become church members. It was also noted that there are a number of reasons that make the youth to abandon the church and solutions to these reasons were suggested. The research therefore recommended a number of issues that can be looked into to help in youth retention. These recommendations include improving the methods of preparing the new converts by making adjustments in the baptismal classes and also coming up with activities that will engage the youth in church to help in retention among other recommendations.
Absence-Presence Motif and Transgenerational Trauma in Selected West Indian Novels: A Panoramic Female Perspective
(Kenyatta University, 2024-03) Odhiambo Job
This study advances the position that parental absences result in trauma. It sought to establish the impact that these experiences and memories have on the psyche of the child character. It contended that these traumas were transferred unconsciously across generations. These transferrals are aggravated by the history of the West Indies – with one of the most significant events being the translocation of human beings from other continents into the archipelagos, and within the Americas. In both cases, this study maintains that these translocations resulted in the disintegration of the family unit for the slaves and their descendants. The ramification of this break down was the rise of the mother figure, or the matriarch; an idea that this region’s Literature captures as one of its recurrent motifs. This is also a study that sought to examine the presentation of trauma by studying literary works written and set in different time periods. The novels under study are Jean Rhys’ Wide Sargasso Sea, Merle Hodge’s Crick Crack, Monkey and Marcia Douglas’ The Marvellous Equation of the Dread: A Novel in Bass Riddim. There was purposive sampling of these texts. Additionally, this study used Psychoanalytic Theory, Trauma Theory and aspects of Formalism to understand the psyche of the child character. This is a qualitative research based on close reading of the aforementioned novels. It is expected that this study will help in the understanding of the impact that the abdication of the parental duties had on the psyche of the child character as she is growing up. This study established that trauma affects how traumatised characters perceive the passage of time. It recommends that further research be done on trauma and the perception of the flow of time, especially in texts where there is the recurrent use of the ‘returnee motif.’
Abundance and Conservation Status of Prunus Africana in Western Mau Forest, Kenya
(Kenyatta University, 2020-03) Chebet, Gladys
Prunus africana (Hook. f) Kalkman, 1965 (formerly Pygeum africanum Hook.f) is a geographically widespread tree restricted to highland forest of main land Africa and outlying islands. The species is commercially important for its bark, which is used in the treatment of prostate gland disorders. It also produces high quality timber used locally for building poles and furniture as well as fuel wood. The high demand for the bark has led to notable destruction of the species in natural forests, leading to concerns on the long term sustainability of harvesting and the conservation of the species. Despite the fact that Mau forest is a protected area, the region experiences illegal exploitation with P. africana being one of the main targets. The tree is of great demand for its strong timber and highly medicinal bark making its population to be under threat. As a result P. africana is listed as vulnerable species under Appendix II of CITES. In this study, information on P. africana was obtained mainly from literature survey while population data was obtained by sampling methods. The study was conducted in Western Mau forest (longitude E35027.05’ to E35039.42’ and latitude 0010’46’’S to 0017’42’’S) which is found in the South Rift region, Kericho county. Transects were laid across four blocks in Western Mau forest and diameter at breast height (dbh) and height of mature trees measured. The level and causes of disturbances were collected using questionaires and through observation and recorded for each of the plots. Saplings were counted and recorded in subplots and seedlings counted in micro plots. Densities of seedlings, saplings and mature P. africana trees were examined across the Western blocks of Mau forest. A socio-economic survey was further conducted to determine community perceptions on the status of the tree under study. The data generated were analyzed using both descriptive and inferential statistics. Data on height and dbh were summarized as mean ± SE and variations tested using one way ANOVA. Socio-economic data were mainly analyzed in form of proportions and variations between sites tested using chi-square statisctics.Data was presented in histograms, tables and graphs. Inferential statistics revealed significant variation in the density of saplings (p<0.05). Majority of the mature trees were of height between 20m and 40m though this height varied significantly between the blocks. As concerns dbh, most of the trees ranged between 40cm and 50cm with a signigficant variation between the blocks. The seedling numbers exceeded saplings and trees, suggesting potential for regeneration and population increase even though the population is not increasing. Observations showed that human activities, herbivory and diseases pose serious threats to P. africana tree. The local community was of the opinion that the main anthropogenic activities affecting the tree are unsustainable de-barking, logging, and animal grazing. It was recommended that awareness creation be organized regularly for all stakeholders on sustainable de-barking and logging be greatly regulated to save this tree of great value to mankind. The local community and more so those who rely on the tree for herbal medicine should be encouraged to grow the tree in their homestead gardens to reduce the pressure on wild trees thereby enhancing its conservation.
Abundance and potential use of grevillea robusta in the wood carving industry. a case of Embu district, Kenya
(2012-03-30) Wamboi, Jane Franciscah; Aloo, T. C.; Ndungu, A.
Closed canopy forests cover about 2% of Kenya's total land area (Crafter, Awimbo and Broekhoven, 1997) with an annual deforestation rate of 54km2 between 1980 and 1990, but rank high as one of the country's most important national assets. Presently, there is intense pressure on forests due to increased demand for land for alternative uses like farming and high demand for tree products in the growing economy. Today, the wood resource is in a critical state of overexploitation, particularly with respect to targeted tree species in the wood carving industry (Choge, 2000). This study was carried out between September, 2000 and January 2002 to determine the abundance and potential use of Grevillea robusta in the wood carving industry. The main aim of the study was to investigate the potential contribution of Grevillea robusta towards alleviating the pressure on indigenous species in the wood carving industry. The specific objectives were to determine the volume, density and distribution of G. robusta in Embu district; to find out current and potential uses of G. robusta by farmers in Embu and to determine customer and consumer preference of wood used in carvings and the volume of G. robusta required by the carvers annually. Seven Agroecological zones (AEZ): Upper Midland 1 (UM1), Upper Midland 2 (UM2), Upper Midland 3 (UM3), Upper Midland 4 (UM4), Lower Highlands (LH), Lower Midland (LM3), Lower Midland 4 (LM4) of Embu District, where, both indigenous and exotic tree species are grown were used for this study. Both primary and secondary sources of data were used. A sample of two hundred and ten households in seven agroecological zones was drawn using random sampling technique. Data was collected by means of questionnaires, checklists and observation schedules. Tree heights and diameters were taken using a suunto hypsometer and a diameter tape respectively. Data was analyzed using descriptive and inferential statistics. Carvers and traders in the wood carving industry were also interviewed using checklists. The results show that the highest number of Grevillea trees are found in UM3 this being 22% of the total number of Grevillea in the seven agroecological zones. The results further indicated that the forest department nurseries supplied the respondents with 24.3% of Grevillea seedlings. It was further found that 19% of farmers are not willing to sell their trees since they are used for soil conservation and household needs such as firewood, timber, construction and fodder. The farmers also have alternative sources of income such as the livestock. The study findings revealed a problem of lack of awareness of the option of using Grevillea robusta as a wood carving species among most farmers and carvers. The rate of cutting of the trees per month varied among the respondents. Those who cut between 1-5 trees were 67%. This may have been as a result the ban on logging in the national forests and therefore middlemen were buying Grevillea for the timber industry. It is clear from the study that Grevillea has a medium potential as an alternative wood carving species and that carving of Grevillea wood is currently minimal. From the study not even one trader sold carvings made from this tree species. The study recommends moving the carving sites close to the farmers as this may encourage carvers to use Grevillea and also reduce on the transportation cost of the logs. This may be applicable when the carvers have a specific order on carvings made from Grevillae. There is need to create awareness among buyers on the need to buy carvings made from 'good wood' species such as Grevillea so as to conserve forests for the sake of biodiversity for future generations. Such interventions will enable the government to develop workable farm forestry policies and hence achieve the goal of protecting and conserving the natural indigenous hard woods.
Abundance, genetic diversity and symbiotic potential of common bean (phaseolus vulgaris l.) nodule associated bacteria in Western Kenya soils
(Kenyatta University, 2016-07) Simiyu, Wekesa Clabe
Plant growth-promoting rhizobacteria (PGPR) are beneficial native soil bacteria that colonize plant roots and result in increased plant growth. Those that colonise the nodules of legumes are known as nodule associated bacteria (NAB). The aim of this study was to determine the distribution and genetic diversity of NAB that colonize Phaseolus vulgaris, their abundance, and symbiotic efficiency when coinoculated with Phaseolus vulgaris in Western Kenya soils. The soil samples were collected from cultivated lands in Kisumu near Lake Victoria, slopes of Mt. Elgon and Kakamega. In each of these regions, the soil samples were collected from four regions. 1ml of soil solution at 10 fold dilution for seven dilution steps (10-1 to 10-7) and three replications for each dilution was used to inoculate common bean seedling in Leonard jars. They were harvested after four weeks to determine abundance of NAB using most probable number method. Common bean nodules were also collected directly from the farmers’ farms in the above three regions. Harvested nodules and those collected from the field were cleaned and surface sterilized, crushed and exudates streaked on YEM agar growth media. Pure colonies were further cultured in YEM broth at 280C for three days and the genomic DNA isolated from the bacteria using Qiagen DNA extraction kit. 16SrRNA gene was amplified by 27F and 1492R primers and PCR products resolved by agarose gel electrophoresis and sequenced. 16SrRNA gene analysis revealed that NAB that nodulate with common beans are genetically diverse as they formed clusters on the phylogenetic tree and their distribution depends on chemical characteristics of the soil. BLASTn showered that isolated strains belonged to the genus Pseudomonas, Providencia, Rhizobia, Klebsiella, Sphingobacterium, Enterobacter, Delfitia, Acinetobacter and one strain did not have sequence homology at the GenBank. Mt. Elgon region had the highest population of NAB (120000 cells per gram of the soil), followed by Kisumu (1290 cells per gram of the soil) and Kakamega region had the lowest (17 cells per gram of the soil). The effect of PGPR on the yield of common beans was significantly higher (p < 0.001) when co-inoculated with Rhizobia compared to the yield of Rhizobia inoculated alone or control (not inoculated) (p < 0.05). This study therefore provides knowledge on the type of NAB that nodulates with common beans and factors that favour their distribution necessary for production of PGPR inoculants suitable to the soils of Western Kenya.
Academic Achievement of Learners with Down Syndrome in Special Primary Schools for Learners with Intellectual Disability in Kiambu County, Kenya
(Kenyatta University, 2019-09) Lydia Wanjiku, Kamau
This study sought to analyse academic achievement of learners with Down syndrome in special primary schools for learners with Intellectual disability in Kiambu county. The study was guided by the following objectives: To Analyse academic achievement of learners with Down syndrome in special schools; to identify the instructional resources used by teachers to teach learners with Down syndrome; to assess the instructional strategies used in teaching learners with Down syndrome; and to examine the instructional challenges caused by Down syndrome secondary conditions. The study was guided by Social Cognitive Theory (SCT) of 1986 by Albert Bandura. This study adopted descriptive survey design. The study targeted the 6 head teachers, 74 teachers and 147 parents from the six special primary schools for learners with Intellectual disability in Kiambu County. Purposive sampling method was used to select the 6 head teachers, 44 teachers were randomly sampled and 40 parents were conveniently sampled translating to a total of 90 respondents. Questionnaires were used to collect data from the headteachers and teachers. Interview guide was conducted on parents/guardians and observation checklist was used by the researcher to observe learners with Down syndrome in class. Piloting was done at Waithaka special school to enhance validity and reliability of the research instruments. Questionnaires from the respondents were checked for completion. The data was analyzed using Statistical Package for Social Sciences (SPSS) computer program. The findings were presented in form of frequency tables, pie charts and bar graphs. Data collected from the interviews and observation schedules were analyzed using narrative descriptions. Study findings revealed that most of the learners with DS had communication difficulties. The findings further indicated that even though communication books, charts, pictures, visual schedule timetables and drawing items were available in special schools, they were inadequate. Secondary conditions of DS were characterized by fatigue, sleep complications, slow motor developmen, speech problems, poor counting skills, poor memory, lack of competetition among peers and poor social skills. The study concluded that engaging students with Down syndrome based on the individuality of their learning profiles had positive impacts on teachers' experiences. The study recommended that teachers should involve a wider body of professionals in order to improve the secondary conditions of learners with DS. The Ministry of Education should allocate more funds on instructional materials to special schools so that the resources can be adequate for all learners.
Academic Engagement and 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 Implications of Defiant Behavior Disorder on Performance of Learners with Hearing Impairment in Selected Special Schools, Kilifi County, Kenya
(Kenyatta University, 2022) Ernest, Ommang’ale Linus; George Wairungu Mathenge; Beatrice Bunyasi Awori
This survey aimed to explore the implication of defiant behavior disorder on academic performance of learners with hearing impairment in Kilifi County, Kenya. The study was prompted by the increasing number of learners with hearing impairment in Kilifi county failing to perform academically. The study objectives were to find out common traits of learners with hearing impairment with defiant behavior disorders in Kilifi County, Kenya. Establish how defiant behavior disorder leads to poor academic performance among learners with hearing impairment in Kilifi County, Kenya. To determine the prevalence of defiant behavior disorders in learners with hearing impairment in special schools in Kilifi County, Kenya and lastly to investigate education intervention strategies that were employed to curb defiant behavior disorder while improving academic performance in learners with hearing impairment in Kilifi County, Kenya. Piloting was done at School A for the Hearing Impaired after which further improvements of the research instruments was done. The survey was guided by the Social Learning theory advanced by Albert Bandura (1977). The descriptive survey design was adopted since it depicted the condition of occasions in view of the response from the participants. The target population was four hundred and sixty one respondents while the sample size was one hundred and fifty four respondents. The research instruments utilized were interview, questionnaires and observation schedules. Mixed data analysis methods were employed whereby qualitative data was analyzed by use of themes guided by the survey objectives while quantitative data was analyzed by use of simple descriptive statistics like measures of central tendency, frequency distribution tables, mean, mode, median and measures of dispersion i.e. variance and standard deviation. The study established that the defiant behaviours observed in learners with hearing impairment were mostly psychological including low self-esteem, low confidence and/or depression. Verbal defiant behaviours noted in learners included threatening others, labelling, cheating, gossiping and excluding others from games. These findings also suggest that exposure to family-related conflicts; drug and alcohol abusing parents or caregivers, poverty and trauma were the major factors causing defiant behaviours among learners with HI. The survey concluded that high scores of defiant behavior among learners with HI led to poor performance in class. School administrations need to boost greater parental involvement in the school by including them in the formulation of policies and a behavior management plan to deal with the issue of defiant behaviors especially those that are physical in nature. The Ministry of Education's quality assurance and standard division should make an effort to plan appropriate in-service programs for all teachers and head teachers in the special schools so that they can become informed and sensitive to communication strategies, sign language, and even instructional materials. This will help students do better in school. The study may be of benefit to the Ministry Of Education, Kenya Institute of Curriculum Development, and Teachers Service Commission who are major players in the field of education. Parents‟ guardians and sponsors of learners with hearing impairment with defiant behavior disorder will also be able to understand their learners better.
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.

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