RP-Department of Educational Psychology

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Academic Adaptability as Predictor of Academic Achievement among Form Three Students in Kitui County, Kenya
(IJIRAS, 2023-10) Muthui, Priscah M.; Mwaura, Peter; Mutua, Josphine Ngina
Studies that have been done on academic adaptability have demonstrated there is a significant relationship between academic adaptability and academic achievement. The poor performance that has been witnessed among most of the students in sub-county secondary schools in Kitui county could be associated to the students’ academic adaptability among other factors. Specifically, in Kenya little has been done on the academic adaptability as a predictor of academic achievement. This study specifically explored academic adaptability as the predictor of academic achievement. The study was guided Individual Adaptability Theory. The study used Explanatory Sequential Mixed Method research design. The participants were 427, that is 218 boys and 209 girls from ten public sub-county secondary schools in the year 2023. Purposive, stratified, simple random sampling and proportionate sampling was used to select the schools and the participants. Academic adaptability scale was used to collect quantitative data while interview schedule was used to collect qualitative data. Finally, pro forma summary was used to collect academic achievement data. A pilot study involving 30 students was conducted to establish the reliability and validity of the research instruments. Both descriptive and inferential statistics were used to analyze the data. Quantitative data was analyzed using Pearson’s Product Moment Correlation Coefficient and multiple regression while the qualitative data was analyzed thematically. The findings revealed that there was a significant and positive relationship between academic adaptability and academic achievement (r=.00,p<.05). Since the students’ academic adaptability was found to have a positive and a significant relationship with their academic achievement, the researcher recommended that it may be of use to conduct the same study on primary school pupils and even students at the tertiary level.
Academic Advising and Student Retention in Distance Learning: The Case of University of Cape Coast, Ghana
(Journal of Educational and Social Research, 2017-09) Arhin, Vera; Wang'eri, Tabitha; Kigen, Edward
This research investigated the impact of academic advising on student retention in distance learning at the University of Cape Coast, Ghana. Explanatory sequential mixed methods design was adopted for the study. The multistage sampling technique was used to sample 727 student participants from a sampling frame of 8731. Four academic advisors and three counsellors at the College of Distance were purposively selected for the study. Further, 16 students who had dropped out from the college were sampled using the snowball sampling technique. A researcher-self constructed questionnaire and a semi-structured interview guide were used to collect data. Quantitative data were analysed using descriptive and inferential statistics. Analyses of qualitative data were done using Merriam analytical coding process. At an alpha level of .05 academic advising made a non-significant contribution to prediction (p = .10) which implies that academic advising is not a significant predictor of student retention in distance learning. The study concluded by recommending that academic advisory services should be provided in a practical manner to address the specific needs of students at the College of Distance Education of the University of Cape Coast.
Academic Expectations as Correlates of Secondary School Students’ Academic Achievement
(International Journal of Science and Research (IJSR), 2018) Ngunu, Susan; Kinai, Theresia; Ndambuki, Philomena; Ireri, Anthony
Students may form expectations, which may influence their academic achievement either positively or negatively. The main objective of the study was to find out if academic achievement was related to academic expectations. The research was guided by the Expectancy Value theory. The participants were 585 students (315 males, 270 females). The participants completed the Academic Expectancy Scale while academic achievement was obtained from the participants’ academic records. The major finding was that academic expectations were significantly correlated to academic achievement. Taking into account that students can form biased academic expectations, the study made recommendations to the stakeholders on intervention measures. They included encouraging and helping students form positive academic related beliefs. The researcher also recommended for further research in the area of academic expectations.
Academic identity status measure: psychometric properties when used among secondary school students in Kenya
(2015) Ireri, A. M.; Wawire, Chrispus K.; Mugambi, Doyne K.; Mwangi, Cecilia N.
The study examined the internal consistency, factor structure, and predictive validity of the academic identity measure (AIM), a pioneer measure of academic identity status. Data were collected from 390 students (average age 16.65; SD=1.31) in 10 secondary schools in Embu County, Kenya. The factor structure of the AIM corresponded to that reported in previous studies among high school and college students. Furthermore, significant correlation and predictive equation was found between AIM subscales and academic achievement. The AIM yielded data with sufficient psychometric properties among secondary school students. In addition, the findings add support to crossnational generalizability of the factor structure of the AIM.
Academic Mindsets as Predictors of Academic Achievement among Public Secondary School Students in Nairobi County, Kenya
(International Journal of Education and Research, 2018-02) Ngina, Mutua Josephine; Kinai, Theresiah; Ndambuki, Philomenah
In spite of the importance attached to education, poor academic achievement has continued in Kenya especially in public secondary schools. It affects the life prospects of students and also poses a challenge to parents and the society. Therefore, this study sought to establish how academic mindsets predict academic achievement among public secondary school students in Nairobi County, Kenya. The study was guided by Social Cognitive Theory of Motivation and Personality. Explanatory sequential mixed methods design was adopted. A sample of 488 participants was selected from 10 public secondary schools. Quantitative data were collected through adapted scale for Academic Mindsets and analyzed using Pearson’s Product Moment Correlation Coefficient and multiple regression. Academic achievement was inferred from student’s academic records. Qualitative data were collected through interviews and analyzed thematically. Results revealed a non-significant positive correlation between students’ academic mindsets and academic achievement (r (486) = .05, p = .27). The individual subscales of academic mindsets were significant predictors of academic achievement (F (2, 485) = 241.08, p < 0.5). The qualitative findings confirmed the obtained quantitative findings. The study has implications for teachers, parents and all stakeholders in education in developing a malleable academic mindset in learners’ right from pre-school through primary to secondary school to enhance academic achievement. Keywords: Academic Mindsets; Academic Achievement; Fixed Academic Mindset,
Academic Psychological Capital as Predictor of Academic Achievement among Form Three Students in Kitui County, Kenya
(IOSR-JHSS, 2023-10) Muthui Priscah M.; Mwaura, Peter; Mutua, Josphine Ngina
Academic achievement is the main pathway to formal employment all over the world. However, in Kenya poor academic achievement by students nationally has been of great concern to the teachers, parents and all educational stakeholders. More specifically, most secondary school students in Kitui County have been performing below average in national examinations. This poor performance has been attributed to the school environmental factors, teacher factors and little has been done on individual psychological factors, which may contribute to the students’ below average performance. The purpose of this study was to investigate how academic psychological capital predicts academic achievement among form three students in Kitui County. The objective of this study was to examine the extent to which academic psychological capital predicts academic achievement. The study was anchored on Broaden-and-build theory by Fredrickson (2004). Explanatory sequential mixed method design was used. The study targeted 427 form three sub-county secondary school students in Kitui County in the year 2023.Purposive, stratified, simple random sampling and proportionate sampling was used to select the schools and the participants. A questionnaire was used to collect quantitative data while interview schedule was used to collect qualitative data. Finally, pro forma summary was used to collect academic achievement data. A pilot study involving 30 students was conducted to establish the reliability and validity of the research instrument. Both descriptive and inferential statistics were used to analyze the data. Quantitative data was analyzed using Pearson’s Product Moment Correlation Coefficient and multiple regression while the qualitative data was analyzed thematically. The findings revealed that there was a significant positive relationship between academic psychological capital and academic achievement (r=.65, p< 0.01). From the multiple regression analysis, it was revealed The best predictor of academic achievement from the sub-scales of academic psychological capital was resilience (𝛽=.525). The qualitative data was analyzed thematically and the findings concurred with the quantitative results. As a result, the findings of this study may be used to inform the teachers, parents and all education stake holders on the importance of academic psychological capital among secondary school students.
Academic Resilience and Self-Efficacy as Predictors of Academic Achievement Among Form Three Students in Trans-Nzoia County, Kenya
(Journal of Popular Education in Africa, 2022-06) Angeline, Kelly; Ireri, Anthony Muriithi
The past four years, 2016 to 2019 has shown a low academic achievement in Kenya Certificate of Secondary Education (KCSE) among students in Trans-Nzoia County. Little has been done in this area to establish how academic achievement relates with academic resilience and academic self-efficacy among form three learners. This study aimed to find out the relationship between academic resilience, academic self-efficacy and academic achievement. The study also aimed at establishing whether there are gender differences in academic resilience and academic self-efficacy. This study was informed by Flach’s theory of resilience and Bandura’s social cognitive theory. The study used correlational research design with a target population of 1500 form three students in Kiminini Sub County in the year 2021. Kiminini Sub County, public secondary schools and form three students were selected using purposive sampling. Proportionate sampling was used to select the number of participants per school. Simple random sampling was used to select 306 students to participate in the study. Data were collected using academic resilience scale and academic self-efficacy. Students’ academic achievement was obtained from students’ progressive records. Data analysis was done using SPSS (Version 21). Pearson product moment correlation and multiple regression analysis techniques were used to test the research hypotheses. The results indicate that there exists a strong positive and significant relationship between academic resilience and academic achievement, r (279) = .65, p < .05. There was a moderate positive significant association between academic self-efficacy and academic achievement, r (281) = .46, p < .05. The results also showed statistically significant gender differences in academic resilience, t (279) = - 4.11, p < .05. The study recommends that teachers should utilize the findings to come up with suitable instructional methods and guidance programs to help students to enhance their self-efficacy and resilience skills for better learning outcomes.
Academic Resilience as a Predictor of Academic Burnout among Form Four Students in Homa-Bay County, Kenya
(International Journal of Education and Research, 2018-03) Oyoo, Syprine Aoko; Mwaura, Peter Mucheru; Kinai, Theresia
Academic burnout has become one of the most common problems in institutions of learning. It negatively affects students’ wellbeing, creativity and effectiveness in educational settings. This study was therefore designed to establish the extent to which academic resilience predicts academic burnout among form four students in Homa-Bay County, Kenya. The study was guided by conservation of resource theory. A correlational research design was adopted. A sample of 714 was selected from thirty one public secondary schools. Data collection was through questionnaires adapted from Resilience Scale (RS14) and Maslach Burnout Inventory-Student Survey (MBI-SS). Both descriptive and inferential statistics were used. Data was analyzed using both Pearson Correlation Moment Coefficient and hierarchical regression techniques. Results revealed a negative statistical correlation between academic resilience and academic burnout (r (712) = -.24, p <. 05) and academic burnout was negatively and significantly predicted by academic resilience (β = -.21, p < .05). These findings have implications for teachers and school administrators in enhancing and enforcing programs that train students on resilience skills.
Academic Self-Efficacy and Locus of Control as Correlates of Pupils’ Mathematics Performance in Public Primary Schools in Nyandarua County, Kenya
(RJSSH, 2023-10) Kamau, Dorcas Njeri; Mawang, Lucy
The purpose of the study was to establish if academic self-efficacy and locus of control correlates with pupils’ mathematics performance in public primary schools in Nyandarua County, Kenya. The study was guided by socio cognitive theory developed by Bandura in 1986 and Rotters’ locus of control theory developed in 1954. Correlational research design was utilized in this study. Data were collected from 8 public primary schools out of 67 schools in Kipipiri Sub-County. The study sample comprised of 320 pupils from the 8 public primary schools. The study used purposive sampling, simple random sampling and stratified sampling. The simple random sampling was used to select the class seven pupils who participated in the study. Self-efficacy for learning and performance subscale (MSLQ) and academic locus of control scale were used for data collection. Mathematics performances data were obtained from pupils’ mid and end of term two 2022 examination scores. A pilot study was conducted in two public primary schools in Kipipiri Sub-County involving 35 pupils to establish the validity and reliability of the research instruments. Demographic data were analysed using appropriate descriptive statistics. Academic self-efficacy, locus of control and mathematics performance was analysed using inferential statistics. The study findings revealed a positive and significant relationship between academic self-efficacy and pupils’ mathematics performance, r (314) =.61, p =.00. Further, there was a positive and significant relationship between external locus of control and pupils’ mathematics performance, r (209) = .49, p = .00. The study also found a positive and significant relationship between internal locus of control and mathematics performance, r (101) = .646, p = .00. The results of one-way ANOVA test indicated that locus of control and academic self-efficacy can be used to significantly predict mathematics performance among pupils. The study recommended that parents, teachers, and other education stakeholders should work together and come up with guidance programs that will guide students in developing greater academic self-efficacy and locus of control for improved mathematics performance.
Achievement goal orientations as predictors of academic achievement among secondary school students in embu county, Kenya
(In J Sch Cogn Psychol, 2021-05) Ireri, Anthony Muriithi; Mwangi, Cecilia Nyambura; Mwaniki, Elizabeth Wanjiku; Wambugu, Stephen Kairu
Background: There is a substantive body of evidence that achievement goal orientations influence academic outcomes. However, students in developing countries and non-college populations are underrepresented in the existing goal orientation research. Involving students from new contexts and in lower levels of education may enhance generalizability of the construct and add to the pool of knowledge in this area. Methods: The study involved 385 students selected through proportionate stratified random sampling from 10 public secondary schools in Embu County. Data were collected through an adapted Achievement Goal Orientation Questionnaire. Academic achievement was inferred from students’ examination grades. Results: A significant positive correlation was found between approach achievement goal orientation and academic achievement (r(383) = .20, p <.05).A significant negative correlation was found between avoidance achievement goal orientation and academic achievement (r(383) = -.15, p < .05). The equation for predicting academic achievement from achievement goal orientation was significant (F (2, 382) = 13.49, p < .05). Approach achievement goal orientation had a higher and positive predictive value while avoidance achievement goal orientation had negative predictive value.
An analysis of gender displays in selected children picture books in Kenya
(2015-02-09) Mathuvi, Philomena N.; Ireri, A.M.; Mukuni, Daniel M.; Njagi, Amos M.; Karugu, Njagi I.
Children’s books are an early source of gender role stereotypes. Gender displays in such books can be read or interpreted as a social problem in any education system. The study aimed at identifying common gender displays in 40 children picture books used as supplementary English texts for classes 1 to 3 in Kenya published between 2005 and 2010. Five forms of gender display were evaluated based on Ervin Goffman’s model of decoding gender displays and visual sexism. Through content analysis, mean stereotyping scores for each behavioural category were computed and the overall score for each year determined. Findings indicate that the behaviour of females is significantly different from that of males in the selected books. Both positive and negative images about females have been given although the pattern changes from year to year. Suggestions for practice and further research are given.
Assessing Young Peoples’ Momentary Thoughts About Sex: A Proposal of the Sex Envelope Game
(Scientific & Academic Publishing, 2012) Ireri, A.M.; Mathuvi, P.N.; Njagi, M.; Njagi, A.M.; Mwenda, E.G.; Gatumu, H. N.; Piero, N.M.; Karugu, N.I.
Most sexual reproductive health programmes for young people in developing countries depend on foreign concepts and data ignoring potential local strategies. Finding more effective ways for needs assessment and to engage young people in sexual health discussions is essential. Owing to the lack of research tools to investigate young people’s thoughts about sex, this paper proposes the sex envelope game based on results of a study conducted in Kenya among 113 participants (average age=23.9 years, Sd., 3.9). Results indicate that the simple method of the sex envelope game elicits important information regarding adolescents’ thoughts about sex. Areas of further research are suggested.
Assessment of Creativity and Its Relationship with Gender, Age, and Teaching Experience of Postgraduate Guidance and Counselling Student Teachers: A Case Study of Kenyatta University, Kenya
(2011) Kinai, T. K.
Creativity is a collection of different abilities such us flexibility, originality and fluency. The purpose of the study was to assess creativity of postgraduate guidance and counselling student teachers and establish whether creativity is influenced by sex, age, and teaching experience. 72 participants (43 females and 29 males) responded to a 9 point creativity assessment self-rating scale, Results showed: ideative flexibility 56.5%; ideative originality 59.47%; ideative fluency 57.4%; creativity 57.79%; creativity motivation 68.81. Findings show self-motivation for creativity. There were no significant sex differences in creativity at 0.05 Ievel. Age range was 25 - 54 years. The findings showed no significant difference in creativity as a result of age at 0.05 level. Despite diverse teaching experiences 4 - 28 years, there was no significant difference in creativity as a result of teaching experience at 0.05 level. Participants' responses showed minimum understanding of the role or divergent thinking in fostering creativity.
Assessment of the psychological impact on the Nairobi Bomb blast survivors and the healing process
(2012-04-13) Ndambuki, Philomena Wavinya
Attitude of Teachers and Students towards the Use of Punishment in Secondary Schools in Kaloleni District of Coast Province, Kenya
(jres, 2011) Mbaka, J. G.; Gatumu, H. N.; Tumuti, S.
This study was carried out in 14 secondary schools in Kaloleni District. A descriptive approach was employed. Data were collected through the questionnaires designed for the teachers and students. The target population consisted of 215 teachers and about 5600 students in 14 secondary schools. A sample of 42 teachers and 206 students were proportionately selected in the sampled schools. There were four hypotheses, which were tested through inferential statistics of Chi Square and Point Bi-Serial Coefficient. Frequency and simple percentage were employed to the establish attitude of students and teachers towards punishment in secondary schools in Kaloleni District. The study found out amidst others that students and teachers actually felt that punishment was important in helping maintain discipline in secondary schools. Hence it was proposed among many things that teachers should be impressed upon to be fair when punishing students and must accompany it with explanation or rationale for the punishment.
Autonomy and Attitude towards School as Correlates of Learners’ Academic Performance in Kitui County, Kenya
(International Journal of Innovative Research and Advanced Studies (IJIRAS), 2020-02) Mutinda, Moses M.; Ireri, Anthony M.; Mugambi, Doyne K.
Performance of students in Kenya Certificate of Secondary Education in Kitui County has been consistently low and below the national mean score from 2010 to 2018. The low performance has been attributed to many factors. This study investigated how learner autonomy and attitude towards school relate to secondary school students’ academic performance in Kitui County, Kenya. The study was guided by sociocultural theory. Correlational research design was employed in the study. The study involved 165 form three students (76 males and 89 females, Mage=18.78 years, ranging from 16 to 23 years) drawn from 10 public secondary schools in Tseikuru Sub County, Kitui County, Kenya. Data were collected using adapted learner autonomy scale (Chan, Humpreys & Spratt, 2002) and attitude towards school scale (Farnsworth et al., 1991). Participants’ academic performance was obtained from their end of term examinations scores. The findings established that both learner autonomy and attitude towards school had positive significant correlations with academic performance. Recommendations on how teachers and other educational stakeholders can promote learner autonomy and positive attitude towards school are given.
Bridging culture, research, and practice in early childhood development: The Madrasa Resource Centers in East Africa
(Wiley, 2011-05-10) Mwaura, P.A.M.; Marfo, Kofi
The Madrasa Resource Centers in East Africa have adapted features of Euro-American theory and practice into a service delivery system responding to local cultural and socioeconomic realities. After 25 years of implementation in predominantly Muslim communities with high poverty and low literacy rates, the program could serve as a model for other parts of the continent with similar population profiles. This article examines some of the program’s key features and discusses the prospects that the program’s integration of research into service delivery holds for developmental research in the region. It proposes that university partnerships with such programs could yield productive inquiry with benefits to local universities, community-based programs, and developmental science.
Child Counselling Training Manual
(2012-04-13) Ndambuki, Philomena Wavinya
Cognitive Engagement as Correlate of Academic Achievement among Form Four Students in the South East Region, Botswana
(RSIS, 2024-05-27) Moji, Rampete, Ma; Mutua, Josephine; Kigen, Edward
Academic Achievement is an essential part of learning, and it is the most important factor that leads to the attainment of one’s goals. Good academic achievement by students at Senior High school is of paramount importance in every educational system. On the same note, poor academic achievement persists and requires more research. The purpose of this study was to determine how cognitive engagement predicts academic achievement in the South East Region of Botswana. The Self-Determination Theory of Richard Ryan and Edward Deci (1985) guided this study. This research utilized a correlational research design while purposive sampling, stratified sampling and simple random sampling were used to select 502 Form four students. Data was collected through self-report questionnaires which comprise adapted scales for Cognitive Engagement Learning Strategies which comprised 16 questions. The targeted population was Form four students in public secondary schools in the South East Region, Botswana. A pilot study using 50 students from one secondary school in the region was conducted to check the validity and reliability of the instruments before collecting the actual data. A sample of 502 participants was selected from 5 public secondary schools. Academic achievement was inferred from students’ academic records. Descriptive and inferential statistical methods were utilised in SPSS version 25 to summarise the collected quantitative data. Descriptive statistics such as means, percentages and frequencies were used to summarise the collected quantitative data. The data demonstrated a weakly positive correlation (r (500) =.32, p <.01) between academic achievement and cognitive engagement. Education trainers through pre-service and in-service training should consider implementing required courses to assist instructors in cascading the knowledge, skills and abilities needed by trainees to support students in cultivating cognitive engagement in objectively supporting students to reach their academic achievement goals. To fully comprehend the relationship between cognitive engagement and academic achievement at the secondary school level, similar studies using a mixed study design should be explored.
Community-based vocational rehabilitation (CBVR) for people with disabilities: experiences from a pilot project in Nigeria
(John Wiley & Sons, Inc., 2004-09) Alade, E.B.
This article discusses the community-based vocational rehabilitation (CBVR) of persons with disabilities. In 1991, a pilot project was instituted by the International Labour Organisation and the United Nations Development Programme in conjunction with Oyo State Government in Nigeria. The aim was to facilitate the reintegration of persons with disabilities into their communities after a vocational rehabilitation programme. This project has resulted in the successful training of about 155 individuals with disabilities since its inception and a number of the trainees have benefited from a revolving loan scheme. The initial seven areas of vocational training have, over the years, expanded to 24. Recently, the project has been introduced to six other states in Nigeria. Various problem-solving strategies have been employed in the course of the project as the need arose and the community-based vocational rehabilitation programme has proved to be a success in Nigeria so far. In this paper, Eunice Alade, associate professor in the Department of Special Education, Kenyatta University, Kenya, provides an evaluation of an innovative alternative approach to vocational rehabilitation for people with disabilities. She discusses some of the problems experienced in Nigeria and offers suggestions about how to sustain the work. Her ideas will be of direct interest to those seeking to promote social inclusion in developing countries and elsewhere around the world.

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