PHD-Department of Educational Psychology

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Proximal predictors and outcome of academic buoyancy among form three secondary school students in Migori County, Kenya
(Kenyatta university, 2020-05) Olendo, Akinyi Rosemary; Koinange C. Wawire; Doyne K. Mugambi
Students from Migori County persistently perform poorly compared to those of the neighbouring Counties. Studies in Migori County have concentrated more on other factors affecting academic achievement and left out academic buoyancy. Yet reviewed literature indicates a link between academic buoyancy and academic achievement. The aim of this study was therefore to investigate if there was a relationship between proximal predictors and academic buoyancy, to establish the predictive role of proximal predictors on academic buoyancy and subsequently the prediction of academic achievement from academic buoyancy with sex as the moderator variable. The researcher employed resilience theory and used explanatory sequential mixed methods design to collect data from secondary students of form three. The study targeted all form three students in Migori County, Kenya. Participating schools and students were sampled using purposive, stratified, cluster and simple random sampling. A total of 469 participants were drawn from 21 secondary schools. Academic Buoyancy Scale and, Motivation and Engagement Scale (High school) were adapted and used to collect quantitative data. An in-depth interview comprising 10% of those students found buoyant from the analysis of quantitative data were used. Through document analysis of the student’s academic records, academic achievement was thus inferred. To establish the validity and reliability of the research tools, a pilot study was conducted. The pilot study sample comprised of 47 participants drawn from co-educational and single sex secondary schools. Qualitative data were thematically analyzed while quantitative data were analyzed using SPSS. The statistical tests used included Pearson’s r, simple and multiple regression, and independent samples t-test together with descriptive statistics. All hypotheses were tested at p < .05 level of significance. The results revealed strong positive and statistically significant correlation between academic buoyancy and self-efficacy (r (469) = .76, p < .05); a weak positive but statistically significant correlation between academic buoyancy and; self-control (r (469) = .18, p =.05); academic engagement (r ( 469) = .22, p < .05); and teacher-student relationship (r ( 469) = .19, p < .05). Additionally, a very weak non-significant positive correlation coefficient (r) was established between academic anxiety and academic buoyancy (r (469) = .04, p > .05). The independent samples t-test did not establish any significant gender differences among the study variables. Regression analysis revealed that self-efficacy, teacher-student relationship and self-control significantly predicted academic buoyancy and further, academic buoyancy significantly predicted academic achievement. In conclusion therefore, self-efficacy, teacher-student relationship and self-control have an effect on academic buoyancy, and subsequently, academic buoyancy affected student’s academic achievement. This study therefore recommends that intervention be directed towards enhancing students’ self-efficacy, self-control and teacher-student relationships which have a bearing on academic buoyancy and subsequently, academic achievement.
Parental career support and students’ science self-efficacy as correlates of career decision making among form three students in Murang’a County, Kenya
(Kenyatta university, 2023-09) Muturi, Mary N.; Theresia Kinai; Tbaitha Wangeri
Parents are influential in students’ career choices however, specific parental support factors have not been addressed in Murang’a County Kenya. Limited studies have related parental factors with self-efficacy in science subjects in determining the career options students decide on. This study, therefore, embarked on investigating if parental career support and students’ self-efficacy in science were correlated to career decision making among students in public secondary schools. The Social Cognitive Career Theory formed the basis of the study, raising the ensuing study questions; are there interrelationships between parents' support, students' self-efficacy for science, and students' career decisions; is there a relationship between students' self-efficacy for science and parental support; is there a relationship between parents support and students’ decisions on careers Correlations were established between variables. A sample population of 498 form three students in public schools was derived by Cochran’s sample size formula. Purposive sampling and proportionate stratified random sampling determined 11 schools that included boys, girls, and mixed schools. Random sampling was used to select the participants. Three schools, each with 13 students (49) were identified for piloting to verify the questionnaire. Data were collected and evaluated by SPSS. Data were described using measures of central tendency, standard deviations, and percentages. Hypotheses were tested using Pearson’s product moment correlation coefficient, analysis of variance, and multiple regression. The findings established correlations among the parent career support factors, Instrumental assistance (r(480)=0.29, p<0.01) Career modeling (r(480)=0.10*,p<0.05),Verbal encouragement (r(480)=0.72, p< .01), Emotional support (r(480)=0.34, p<.01)), with decision making. Associations were realized between low science self-efficacy (r (480) =0.277, p<.01) and high science selfefficacy had negative correlations (r(480)= -0.125, p<.01) with students’ decisions. Verbal encouragement (r (480) =.185, p<.01) and instrumental assistance (r(480)=.107, p<0.05) associated with science self-efficacy. Career modelling showed low insignificant relationship (r480) =.027) while emotional support had an insignificant negative relationship (r (480) =-.043, p< .01) with science self-efficacy. The study observed parents' support, self-efficacy in science, and career decision making were interrelated. Recommendations on the inclusion of specific parental attributes in enhancing science self-efficacy to improve students’ choices in sciences were made
Relationship between Gender Role Reversal and Psychological Effects among Spouses in Nyeri County, Kenya
(kenyatta university, 2023) Gichu, Jane Kabui; Christine Wasanga; Mary Getui
Gender role reversal among spouses has become an increasingly prevalent phenomenon in both the developed and developing world, yet not much is known about its psychological effects on married men and women as spouses in the developing world. The purpose of this study was to establish the relationship between gender role reversal and psychological effects on spouses in Nyeri County. The study focused on prevalence and factors contributing to reversal of the provider, decision making, child care and home keeping roles and psychological effects on spouses, mainly, low self-esteem, depression, anxiety and stress and possible intervention strategies. The study utilized a descriptive correlational design and was guided by the social cognitive theory, the Gender Role Strain paradigm, gender role conflict theory and masculine gender role stress paradigm. Target population was married Kikuyu men and women with dependent children. A sample of 460 was selected through multi-stage sampling. Questionnaires and focus group discussions were used to collect data. The Statistical Package for Social Sciences (SPSS) version 21.1 aided the quantitative data analysis. Quantitative data was analyzed to generate descriptive statistics that included frequencies and percentages. The qualitative data from the focus group discussions was grouped and analyzed thematically. Pearson Product Moment Correlation Coefficient was used to determine the relationship between gender role reversal and psychological effects. Findings revealed a high prevalence of provider and decision making roles at 48.2% and 48.0% and very low prevalence (7.7%) of reversal of childcare and home keeping roles. Majority of the male and female participants attributed the reversal to socio-cultural factors particularly male under socialization and alcohol abuse. However, more male than female participants attributed the reversal to socio-economic factors especially poverty, male unemployment and discriminative economic empowerment of women while excluding men. Findings revealed that both spouses suffered from low self-esteem and had symptoms of depression, stress and anxiety. The study revealed that there was a positive and significant relationship between low self-esteem, depression and stress and the provider, decision making and childcare/home keeping roles and a weak positive relationship between anxiety and the three roles. Correlation coefficients between low self-esteem and the provider, decision making and childcare/home keeping roles were (r=0.420; r=0.321; r=344, p<0.05) respectively. Correlation coefficients between depression and the provider role, decision making, childcare/home keeping roles were (r =0.121; r=0.234; r=0.543, p<0,05) respectively; Correlation coefficients between stress and provider, decision making, childcare/home keeping they were ((r=0.324;r=0.231; r=0.241, p<0.05) respectively. Correlation coefficients between anxiety and provider, decision making, childcare/home keeping were (r=0.38; r=0.112; r=0.111, p<0.05) respectively. Recommended interventions were mainly psychosocial, namely, family life education, premarital and marital counselling, psycho-education, teaching of gender roles to both gender and awareness creation on psychological health by counsellors and psychologists at the community level. Socio- economic interventions included empowering men and eradicating poverty by creating employment in rural areas. Based on these findings, this study recommended that the County government could engage professional counsellors and psychologists to provide counselling services for preventing and curative purposes. The County government could also set a fund to capacity build community lay counsellors and task them with psycho-educating the community as well as giving basic counselling services.
Sense of Competence, Self-Control and Moral Compass As Determinants of Academic Dishonesty among Form Four Students in Baringo County, Kenya
(Kenyatta University, 2023-09) Kemei, Daniel Kimutai; Chrispus Wawire Koinange; Philomena Ndambuki
ABSTRACT Academic dishonesty has been a common occurrence in Kenya’s education system in recent years. Stringent measures put in place have not succeeded in eliminating the vice as cases of secondary school students engaging in it are still being reported. A research study focusing individual reasons for academic dishonesty could potentially lead to new ways of addressing the vice. Therefore, the objectives of the present study were: to find the association between sense of competence and academic dishonesty; to establish if there was a connection between self-control and academic dishonesty; to find out the relationship between moral compass and academic dishonesty; to establish the interrelationship between sense of competence, self-control; moral compass and academic dishonesty; and to ascertain if there existed gender differences in academic dishonesty. The study was anchored on three theories namely: general theory of crime; identity development and cognitive dissonance theory. It adopted correlational and explanatory sequential research design. All 4,414 form four students from three selected sub counties in Baringo constituted the accessible population. Purposive, stratified and systematic sampling was carried out to select three sub-counties, 10 schools and 396 respondents (203 female; 193 male). The results from a pilot study featuring 43 students obtained acceptable Cronbach alphas. Descriptive statistics revealed that 12.1% of the respondents had never engaged in academic dishonesty. Results from Pearson Moment Correlation Coefficient found a weak, inverse and significant relationship between: sense of competence and academic dishonesty(r = -0.27, p=.000); self-control and academic dishonesty (r = -0.42, p = .000); moral compass and academic dishonesty (r = - 0.22, p= .000). Standard multiple regression found that the three predictor variables significantly predicted academic dishonesty (F (4,391) = 9.05, p < .001) with the model accounting for 21.7% of variance. Path analysis disclosed that self-control fully and partially respectively mediated the relationship between moral compass, sense of competence and academic dishonesty. Finally, independent sample t-test showed that gender difference in academic dishonesty were non-existent (t (335) = 1.03, p > .05. It was concluded that sense of competence, self-control and moral compass play a key role in predicting one’s engagement in academic dishonesty. It was therefore recommended that all stakeholders come together to foster students sense of competence, self-control together with moral compass which in turn may assist in reducing incidences of academic dishonesty
Selected Psychological Factors as Predictors of Mathematics Achievement among Form Three Students in Public Secondary Schools in Nakuru County, Kenya
(Kenyatta University, 2023-10) Wangari, Leah Kaburu; Peter Mwaura; Theresia Kinai
Mathematics is an important subject because it is the foundation of all scientific and technological knowledge which is vital for social-economic development of any nation. But over the years in Kenya and in Nakuru County in particular, the subject has been characterized by dismal achievement as evidenced by low grades attained by students in Kenya Certificate of Secondary Examination (KCSE). This poor achievement may result to loss of opportunities for students, both in their choice of preferred careers and ultimately in their employment. At the societal level, this may lead to inadequate human capital for social-economic development. However, despite this important role mathematics plays in the society, there is little effort in terms of research that has been undertaken to find out factors that influence mathematics achievement in secondary schools in Nakuru County. Therefore, this study was designed to examine perceived mathematics-control, mathematics self- concept and problem-solving strategies as predictors of mathematics achievement. The study objectives were; to determine the relationship between perceived mathematics-control and mathematics achievement, to investigate the relationship between mathematics self-concept and mathematics achievement, to examine the relationship between problem-solving strategies and mathematics achievement, to find out if there are gender differences in perceived mathematics-control, mathematics self-concept and problem-solving strategies and to establish the prediction equation of mathematics achievement in relation to perceived mathematics-control, mathematics self-concept and problem-solving strategies. Theoretical framework was based on self-determination theory. The study used ex post facto research design particularly, correlational design to establish relationship among the study variables. The target population was all form three students in public secondary schools in Nakuru County. Purposive sampling was used to select the study location while stratified sampling was used to select different categories of schools and simple random sampling was used to select the schools and respondents. A sample of 585 respondents was used. Self-report questionnaire for students was used to collect data on demographic factors, perceived mathematics- control, mathematics self-concept and problem-solving strategies. A pilot study was conducted to establish the validity and reliability of the instrument, where 45 students from three secondary schools were sampled. Both descriptive and inferential statistics were used to analyze quantitative data using SPSS. The study hypotheses were tested at α = .05. The results revealed that perceived mathematics- control, mathematics self-concept, problem-solving strategies significantly predict mathematics achievement. Results also revealed that there were significant gender differences in perceived mathematics-control, mathematics self-concept and problem-solving strategies and mathematics achievement in favour of female students. The three variables had a joint significant predictive influence on mathematics achievement in public secondary schools F (3, 584) = 695.63, p < .05). It is recommended that teachers should guide and support students to enhance mathematics-control, mathematics self-concept and problem-solving strategies to improve their mathematics achievement.
Learning Goal Orientation as Correlates of Reading Comprehension Performance among Students in Kiambu County, Kenya
(Kenyatta University, 2023) Kiragu, Teresia Wanjiru; Doyne Kageni Mugambi; Theresia Kinai
The research issue addressed by this study is that for a long time, secondary school teachers in Kenya have primarily ignored the cognitive learning styles of students in their pedagogical strategies. Scholarly efforts to address this problem have focused on factors other than cognitive factors. The study aimed to establish the relationship between Field Dependent-Field Independent cognitive learning styles and reading comprehension performance, to examine the relationship between learning goal orientations and reading comprehension performance, to establish if there are differences in reading comprehension performance of Form Two students with FD and FI cognitive learning styles, to establish if there are differences in reading comprehension performance of Form Two students with mastery and performance goal orientations, to examine if there are gender differences in FD and FI cognitive styles towards reading comprehension performance and to establish if there are gender differences in learning goal orientation towards reading comprehension performance among Form Two students in Kiambu County. The study was anchored on the FD-FI theory of cognitive styles by Witkin (1976) and the achievement goal orientation theory by Elliot & Church (1997). The researcher used a correlation research design. The target population was 8142 Form Two students from 176 public day secondary schools in Kiambu County. Public day secondary schools were selected using purposive sampling, and the students were selected using proportionate stratified sampling and simple random sampling. The sample size was 20 public day secondary schools representing 11%, and 860 students representing 10.6%. The study used three research instruments namely; a modified group embedded figures test, goal orientation questionnaire and an English comprehension test. A pilot study was carried out in two public day schools with a sample of 30 students to establish the reliability and validity of the research tools. Data analysis involved Pearson correlation and t-test testing the research hypotheses using the SPSS program Version 27. The results indicated that there was a positive significant correlation between FD cognitive learning style and reading comprehension score, r (404) = .48, p < .00. The findings also revealed that there was a significant relationship between field independent cognitive learning style and reading comprehension performance, r (452) = .32, p < .01. There was a significant positive relationship between learning goal orientation and reading comprehension performance, r (856) = .14, p < .05. It was established that the mean score difference in reading comprehension performance of respondents with FD and FI cognitive learning styles was statistically significant, t (854) = -2.13, p < .05. The mean difference in reading comprehension performance of respondents with mastery and performance goal orientation was not statistically significant, t (825) = - 1.28, p > .05. The study results indicated that female respondents had a higher mean in FD cognitive learning style than male respondents, while male respondents had a higher mean in FI scores than female respondents. The study recommends that curriculum designers and learning content developers should include cognitive learning styles in learning books to educate secondary school students on the importance of these styles in educational achievement. Teachers, parents, and all other stakeholders should train students on skills required to develop learning goal orientation to enhance reading comprehension performance. Teachers should use diverse teaching methods to cater for cognitive learning styles to improve reading comprehension performance.
Intelligence Beliefs and Task Value Prediction of Form Three Students’ Academic Achievement, Mediated By Academic Engagement, in Meru County, Kenya
(Kenyatta University, 2023) Munanu, Ruth Ncororo; Wawire Chrispus Koinange; Anthony Muriithi Ireri
Academic achievement which is shown by the grades achieved in the examinations, is the most critical outcome of any education system. The research problem of the current study is the declining academic achievement in Meru Count, Kenya. The current study aimed at establishing, prediction of academic achievement by intelligence beliefs and task value, mediated by academic engagement. Implicit theories of intelligence and expectancy-value theories were used to understand the predictions. The research design was convergent parallel mixed methods. The sample was 813 students from 15 public secondary schools. Multistage sampling – purposive, cluster, and random sampling – were used. Collection of quantitative data was done using implicit self-theories scale, task value scale and Engagement versus Disaffection with Learning– Student Report. Qualitative data were collected using focus group interview guide. The researcher sought approval for data collection from Kenyatta University Graduate School, National Commission for Science, Technology and Innovations, and The County Director of Education office Meru County. The researcher liaised with respective principals, and the class teachers who assisted seeking consent of the students and data collection. Data were collected, coded, fed into the computer, and analyzed using SPSS version 25. Regression analysis was used to test the hypotheses. Intelligence beliefs and task value had positive statistically significant prediction on academic engagement and on academic achievement. Academic engagement strongly correlated with academic achievement. Exploratory analysis using independent sample t-test, Analysis of Variance, and post hoc analysis revealed gender differences with regard to all the study variables in favour of males. Differences among the variables by school type in favour of the national schools, the second being extra-county, while county and sub-county schools held third and last position respectively. There were age differences in all the study variables in favour of the youngest category. The study recorded strong mediational role of academic engagement in the prediction of academic achievement. The level of significance was α <.05. The quantitative findings were presented in tables, while qualitative data were analyzed thematically. Interpretation and discussions of the results were made, followed by conclusions and recommendations. The recommendation were that all stakeholders in education should promote positive intelligence beliefs and task value in effort to increase students’ academic engagement of secondary school students which would in turn enhance their academic achievement.
Emotional Self-Regulation and Risk Taking Behaviour as Predictors of Academic Achievement among Form Two Students in Nairobi City County, Kenya
(Kenyatta University, 2023) Wakanyi, Kimani Patricia; Philomenah Ndambuki; Samuel Mutweleli
Teachers Burnout, Workload Stress and Perceived Self-Efficacy as Correlates of Job Satisfaction in International Schools in Nairobi City County, Kenya
(Kenyatta University, 2023) Kanja, Joan Mukami; Tabitha Wangeri; Cecilia Mwangi
Despite overwhelming evidence of the prevailing challenges affecting teachers’ job satisfaction worldwide, teachers in international secondary schools are underrepresented in the existing studies. This study investigated whether job burnout syndrome, workload stress, and perceived self-efficacy were correlates of job satisfaction among teachers in international secondary schools in Nairobi, Kenya. The study was supported by Adams Equity Theory and Bandura’s self-efficacy theory. The study adopted a convergent parallel mixed methods research design. Nairobi City County was purposively selected as the study area due to its highest concentration of international secondary schools in Kenya. Selection of schools was be done through systematic random sampling, while teachers were randomly sampled. The principals and deputy principals were purposively selected to provide additional crucial data. Quantitative data were collected using closed ended questions adapted from Oldenburg Burnout Inventory, Teacher Workload Survey scale, Teacher Sense of Self-Efficacy scale and Job Satisfaction Survey scale, while qualitative data were collected using the tools’ open-ended questions, and key informants’ interview guide. A pilot study involving 40 teachers was conducted prior to the main study. The quantitative data were analysed using both descriptive statistics and inferential tests. Hypotheses were tested at p = .05 using Pearson’s Product Moment Correlation coefficient, and multiple regression. Qualitative data were analysed thematically. The findings revealed a significant negative relationship between teachers’ burnout and job satisfaction (r (366) = -0.18, p < .05), and a significant negative relationship between teachers’ workload stress and job satisfaction (r (366) = -0.19, p < .05). Teachers’ perceived self-efficacy had a significant positive relationship with job satisfaction (r (366) = -0.56, p < .05). Similarly, teachers’ job satisfaction had significant positive correlations with teachers’ perceived self-efficacy in: students’ engagement (r (366) = 0.52, p < .05); instructional strategies (r (366) = 0.54, p < .05), and classroom management (r (366) = 0.58, p < .05). The regression model for predicting job satisfaction from teachers’ burnout, workload stress and perceived self-efficacy was significant (F =3, 364) = 67.36, p < .05). Only workload stress and self-efficacy were significant predictors of job satisfaction. In addition, the model with the moderation effect of teachers’ gender, age, and years of experience how teachers’ burnout syndrome, workload stress, and perceived self-efficacy related with job satisfaction was significant (F (4, 286) = 33.11, p < .05). However, the moderator variables did not make any significant contribution in the prediction of job satisfaction. It was recommended that in order to improve the job satisfaction levels among teachers in international secondary schools, interventions should target reducing teachers’ workload stress and improving their perceived self-efficacy in learner engagement, instructional strategies, and classroom management.
Executive Functioning and Academic Scaffolding as Predictors of Achievement Motivation for Learning Chemistry among Form Three Students in Kiambu County, Kenya
(Kenyatta University, 2023) Isoe, Jasper; Doyne Kageni Mugammbi; Chrispus Koinange Wawire
Most secondary schools in Kiambu County are grappling with low achievement motivation for learning chemistry as evidenced by below average performance in the subject among students. There is limited research evidence on the predictors of achievement motivation for learning chemistry in Kiambu County that may be used to address this problem. This research was conducted to examine executive functioning and academic scaffolding as predictors of achievement motivation for learning chemistry among form three students in Kiambu County. Specifically, the researcher sought to investigate the relationship between executive functioning and achievement motivation for learning chemistry, the relationship between academic scaffolding and achievement motivation for learning chemistry, the extent to which the student’s gender moderates the relationship between executive functioning, academic scaffolding and achievement motivation for learning chemistry and to develop a prediction equation for achievement motivation for learning chemistry from executive functioning and academic scaffolding. The study was anchored on scaffolding theory developed by Bruner, information processing theory by Siegler, and achievement motivation theory by McClelland. The researcher used convergent parallel mixed research design to examine the relationship between the study variables. The target population was 28400 form three students taking chemistry in 285 public secondary schools in Kiambu County in the year 2020. Purposive sampling was used to select Kiambu County and form three students taking chemistry. Stratified sampling was used to select the schools while simple random sampling was used to select students to participate in the study. The study was conducted in 17 secondary schools using a sample of 440 students. A pilot study was done in one school involving 40 students to establish the validity and reliability of the research instruments. Data were collected using questionnaires and interview schedules and then analyzed using, descriptive, inferential statistics and thematic analysis. The results indicated that there was a moderate significant positive correlation between executive functioning and achievement motivation for learning chemistry, r (336) = .39, p < .05. There was a moderate positive and statistically significant correlation between academic scaffolding and achievement motivation for learning chemistry, r (336) = .50, p < .05. The interaction between executive functioning skills and gender accounted for 2% variance in achievement motivation for learning chemistry. However, ΔR2 was not statistically significant, ΔF (1, 334) = 0.01, P > .05. The interaction between academic scaffolding and gender explained 10% variance in achievement motivation for learning chemistry but ΔR2 was not statistically significant, ΔF (1, 334) = 3.03, p >.08. Academic scaffolding and executive functioning significantly predict achievement motivation for learning chemistry, F (2, 335) = 81.34, P < .05. Qualitative results also showed that executive functioning and academic scaffolding were positively associated with student’s achievement motivation for learning chemistry. The study recommends that school counsellors and chemistry teachers should guide and support chemistry students (scaffolding) to enhance their executive functioning skills in order to boost the student’s achievement motivation for learning chemistry for better learning outcomes in the subject.
Dark Triad Personality Traits and Moral Disengagement as Predictors of Students’ Propensity for Academic Dishonesty in Selected Kenyan Universities
(Kenyatta University, 2022) Oigo, Martha Lilian Akoth; Jotham N. Dinga; Anthony M. Ireri
Prevalence of academic dishonesty in Kenyan universities continues to be a great concern to educators. The problem has persisted even with institutions’ attempts to prevent, or punish students found to engage in academic dishonesty. Knowledge of situational factors associated with the vice has led to changes in dealing with academic dishonesty, but still the problem persists. A research focusing on personal factors related to propensity for academic dishonesty may provide new ways of approaching this problem. The objectives of this study were to: establish the relationship between Narcissism and propensity for academic dishonesty; investigate the relationship between Machiavellianism and propensity for academic dishonesty; determine the relationship between Psychopathy and propensity for academic dishonesty; investigate the relationship between moral disengagement and propensity for academic dishonesty; investigate whether sex moderated the relationship between the dark triad traits, moral disengagement and propensity for academic dishonesty; investigate the predictive value of the dark triad traits, and moral disengagement, on propensity for academic dishonesty. Guided by the life history theory and the social cognitive theory of moral thought and action, the study employed a predictive correlational design. The study sample consisted of 425 Bachelor of Education second year students, from seven chartered, public universities in Kenya. Data were collected using a questionnaire with items adapted from the Dark Triad of Personality Scale, Moral Disengagement Questionnaire, and Tendency toward Academic Misconduct Scale. A pilot study was conducted with a sample of 44 students. Bivariate relationships were examined using Pearson’s Product Moment Correlation Coefficient, results were as follows: Psychopathy had a significant and positive correlation with propensity for academic dishonesty, r (423) = .30, p < .05. Moral disengagement had a significant and positive correlation with propensity for academic dishonesty, r (423) = .39, p < .05. Narcissism had a negative but significant relationship with propensity for academic dishonesty, r (423) = -.17, p < .05. Machiavellianism had a non-significant relationship with propensity for academic dishonesty, r (423) = -.05, p > .05. A hierarchical multiple regression revealed that the relationship between the dark triad traits, moral disengagement, and propensity for academic dishonesty was not moderated by sex. Narcissism, Machiavellianism, psychopathy, and moral disengagement significantly predicted propensity for academic dishonesty (F (4,420) = 24.54, p < .05). Moral disengagement had the highest predictive value on propensity for academic dishonesty, (β = .52, p < .05), followed by narcissism, (β = -.23, p < .01), and psychopathy (β = .22, p < .05). Machiavellianism did not contribute significantly to the prediction, (β = -.07, p > .05). Social desirability accounted for 13 percent change in students’ propensity for academic dishonesty, R2 =.13, Adjusted R2 =.12, F (1,423) = 61.14, p <.05. Exploratory analyses showed partial mediation of moral disengagement in the relationship between psychopathy and propensity for academic dishonesty. The study concluded that the dark triad traits and moral disengagement were relevant in predicting propensity for academic dishonesty. Information from this study may provide insight for improving existing policies, practice, and ethics training on academic dishonesty in Kenya
Effect of Computer Attitude and Test Anxiety on the Reliability of Computer Based Science Test in Nairobi City County, Kenya
(Kenyatta University, 2022) Mbithi, Wambua Richard; Peter A. M. Mwaura; Jotham N. Dinga
Computer based testing is increasingly being adopted in assessment systems the world over because of the many advantages that it has over the traditional paper based test format. In spite of its advantages, there has been concern that this mode of administration should be of good quality. There have also been concerns about the effect of some pupil psychological and personal characteristics on computer based test quality. The indicator of test quality that was considered in this study was reliability. While a number of studies on computer based test reliability have been done in other countries, none are readily available in Kenya. The purpose of this study was to determine the effect of computer attitude and test anxiety on the reliability of a computer based Science test in Nairobi City County. The study also explored the intervening effect of gender. The theoretical framework that guided this study consisted of the Cognitive Load Theory, the Theory of Reasoned Action and the Processing Efficiency Theory. Multi-stage sampling was used to select 424 standard seven pupils in Nairobi City County that participated in this study. A 2x2 factorial between subjects experimental research design was utilized, whereby sampled pupils were assigned at random to the computer based test or the treatment group and the paper based test group which was also the control group. The main tool used in this study was a Science test that was administered via either the computer or the paper based test modes. All sampled pupils also responded to the Computer Attitude Scale and the Westside Test Anxiety Scale. A pilot study was used to refine and calibrate these instruments. Data was analyzed using the independent samples t-test, two-way and three-way analysis of variance. Significance of the results was tested at an alpha value of 0.5. Results of analysis indicated that the computer based Science test was reliable and therefore fulfilled the quality imperative. It was also found that computer attitude did not have an effect on the reliability of the computer based Science test. Regarding test anxiety, it was found that it had a non-significant effect on the reliability of the computer based Science test. In combination, computer attitude and test anxiety did not have an effect on reliability. Gender did not have an effect on the reliability of the computer based Science test. It was however found that there was a non-significant interaction of computer attitude and test anxiety among girls. It was concluded that computer based testing provides reliable test scores and therefore its use in schools as well as in national assessments can be upscaled. Future research can consider samples from other counties and class levels as well as other school subjects. It was also recommended that future research considers the reliability of the computer adaptive test mode.
Big Five Personality Traits and Academic Goal Orientations as Predictors of Academic Self-Handicapping among Undergraduate Students of Kenyatta University, Kenya
(Kenyatta University, 2022) Njuguna, Njoroge James; Chrispus Koinange Wawire; Edward Kigen
In Kenyatta University, a significant number of undergraduate students are discontinued from their studies every year for failing to meet academic requirements. This may reverse the gains made by the university in its role in human and social capital development. Failure to meet academic requirements among university students is a form of self-handicapping which has not extensively been researched on in Kenya and this may limit the support given to students. This study, therefore, examined how the Big Five personality traits and achievement goal orientations predict academic self-handicapping among university students. The study was anchored on self-worth and Big Five personality theories. A convergent parallel mixed method research design was used. The study targeted all third year undergraduate students in the 2019/2020 academic year. Purposive, stratified, and simple random sampling techniques were used. The study involved 391 undergraduate students. Questionnaires and an interview schedule were used for data collection. A pilot study involving 30 students established the reliability and validity of the research instruments. Data were analyzed using SPSS (v.24). The results revealed significant positive correlations between three of the Big Five personality traits and academic handicapping: Neuroticism (r = .41, p <.05), openness to experience (r = .33, p <.05) and conscientiousness (r = .20, p < .05). Agreeableness had a significant negative correlation with academic self-handicapping (r = -.11, p <.05). Only extraversion had a non-significant correlation with academic self-handicapping (r = .05, p >.05). In addition, only two out of the four academic goal orientations had significant correlations with academic handicapping: mastery approach (r = -.13, p <.05), and performance avoidance (r =.15, p <.05). Non-significant correlations were reported for mastery avoidance (r =.09, p > .05) and performance approach (r =.04, p > .05). A stepwise regression revealed that the Big Five personality traits and achievement goal orientation accounted for 27% of variation in undergraduate students’ academic self-handicapping. When self-esteem was added in the model, it significantly accounted for a 4 % change in the variation of students’ academic self-handicapping (ΔR2 = .04, ΔF (9, 306) =1.92, p = .04). The prediction model was statistically significant (F (19, 306) = 7.12, p < .05, Adjusted R2 = .26). Thus efforts to understand how the Big Five personality traits and achievement goal orientation predict academic self-handicapping should pay attention to self-esteem as a moderator. The study recommends that interventions aimed at guiding undergraduate students to reduce neuroticism, openness to experience and performance avoidance orientation may be beneficial in efforts to reduce academic self-handicapping tendencies. Educational practices that foster mastery goals and enhance students’ self-esteem may help in reducing self-handicapping among university students.
Language Use and Literacy Environment as Predictors of Reading Fluency and Text Comprehension among Class Four Pupils in Busia County, Kenya
(Kenyatta University, 2022) Oliwa, Brenda N.; Doyne K. Mugambi; Jotham N. Dinga
Poor reading ability is of great educational concern because it has been linked to truancy, low completion rates, and educational wastage. Research among public schools in Kenya has shown failure among pupils to attain basic literacy after three years of school. The purpose of this study was to establish the extent to which language use and literacy environment predict reading fluency and text comprehension among class four pupils in Busia County, Kenya. The objectives of the study were to determine the extent to which language use predicts reading fluency and text comprehension, and literacy environment predicts reading fluency and text comprehension in English. The study examined the interaction effect between language use and literacy environment on reading fluency and text comprehension respectively. Gender differences in text comprehension and reading fluency were investigated. It was hoped that the findings would inform the current understanding of reading achievement among class 4 pupils. The study was informed by David Rumelhart’s schema theory and Vygotsky’s sociocultural theory. A correlation research design was adopted. The select population were pupils in class 4 from public primary schools in Busia County, Kenya in 2018. Stratified, simple random and cluster sampling techniques were applied in the study. A sample of 388 pupils and 9 teachers were selected from seven mixed public primary schools. A pilot study using 30 class 4 pupils from a non-participating school helped establish the validity and reliability of the research instruments. Questionnaires, interviews, and observation methods were used to collect data on language use and literacy environment, while a reading test measured pupils’ reading fluency and text comprehension. Qualitative data were analyzed using thematic analysis and Quantitative data was analysed using linear regression analysis, two-way ANOVA, and t-tests which tested the respective null hypotheses at α=0.05. There was no statistically significant relationship between language use and reading fluency and between language use and text comprehension. However, the use of English within the school context significantly predicted reading fluency F (4,383) = 4.44, p < 0.05 and text comprehension F (4,387) = 5.40, p < 0.05. Literacy environment significantly predicted reading fluency and text comprehension. There was no significant interaction effect between language use and school literacy environment on reading fluency. A significant interaction effect was present between language use and school literacy environment on text comprehension F (2,388) =10.84, p< 0.05. A significant gender difference in reading fluency was observed but there was no significant gender difference in text comprehension. The study concluded that the use of language of instruction in school and not at home is a significant contributor to reading fluency and text comprehension. For effective reading, the provision of reading resources alone is insufficient, and reading support is important for reading achievement. It was recommended that teachers should model correct English language use and be encouraged to teach reading for text comprehension. A reading program geared towards improving reading among boys was also recommended.
Ability Streaming, Ranking and Extrinsic Rewarding as Predictors of Academic Inferiority Feelings among Secondary School Students in Kisii County, Kenya
(Kenyatta University, 2021-12) Sakina, Mogaka Moraa; Chrispus K. Wawire; Doyne K. Mugambi
There is substantial literature on inferiority complex but scanty research has been done on academic inferiority in relation toability grouping, ranking and the use of rewards on secondary school students.The main aim of this study wastherefore to investigate the predictors of academic inferiority feelings. More specifically, the study was designed to find out the relationship between ability streaming, ranking, extrinsic rewarding and academic inferiority feelings among students who do not perform well. Alfred Adler’s theory of individual psychology forms the theoretical framework of the study. The study adopted a mixed methods sequential explanatory research design. It was carried out in Kisii County, Kenya. The target population was all the Form Three students in public secondary schools in Kisii County (29309 students). Proportionate stratified sampling was used to select the top, average and low ranking schools in the county. It was further used to stratify schools into boys’ boarding, girls’ boarding, mixed boarding, mixed day and boarding and mixed day schools. Simple random sampling was used in the selection of the 400 respondents. The sample consisted of 400 students selected from 20 schools. The research instruments were questionnaires and an interview schedule for the students administered by the researcher. Personal and academic self-concept inventory (PASCI) was used to collect data on academic inferiority feelings and Stephanie Soto Gordon’s questionnaire was used to collect data on ability streaming from students. Researcher developed questionnaires were used to collect data from students on ranking and extrinsic rewarding. A pilot study was carried out to validate and ensure reliability of the research instruments.Both descriptive and inferential statistical procedures were used to analyze data using Statistical Package for Social Sciences (SPSS) version 20. The results were presented using frequency tables. The results showed that there was a significant positive relationship between ability streaming, ranking, extrinsic rewarding and academic inferiority feelings.Most of the respondents experiencing moderate feelings of academic inferiority, that is, r (399) = .31, p=0.1 in ability streaming, r (399) = .28, p=0.01 in ranking and r (399) = .32, p=0.01 in extrinsic rewarding. Sex differences were found in ability streaming, ranking and extrinsic rewarding in regard to academic inferiority feelings. Boys experienceda higher level of academic inferiority feelings with a mean of 67.11as compared to girls who had a mean 65.08. A major recommendation of the study was that the ministry of education should try to do away with ranking totally more so within school ranking which leads to ability streaming in schools and extrinsic rewarding thatmake the students feel academically inferior.
Motivational, Affective and Self Regulatory Processes as Predictors of Academic Achievement Among Secondary School Students in Bomet County, Kenya
(Kenyatta University, 2020-02) Soi, Gilbert Kipngetich
Poor performance in national examinations in secondary schools is still a major challenge. The cause of poor academic performance has been attributed to environmental and instructional practices with less focus on motivational, affective and self regulatory processes which contributes to students’ academic achievement. This study sought to find out how motivational, affective and self regulatory processes affect academic achievement of secondary schools students. The purpose of the present study was to investigate motivational, affective and self-regulatory processes as predictors of academic achievement among secondary school students. This study was guided by the self efficacy and attribution theories. In this study, an ex-post facto (causal comparative) research design was used. The study was carried out in nine secondary schools in Bomet County, Kenya. The population was 2346 students in the 75 schools. The sample for the study consisted of 243(126 females and 117 males) pupils drawn from the nine schools selected through stratified and random sampling techniques. The data on demographic characteristic, motivational, affective, self-regulatory processes and academic achievement was collected through adapted self report questionnaires and by accessing their pre mock and mock results of 2016 academic year from the county Education Office (CEO). Documentary surveys, interviews, observations and check lists were also used for data collection. Pilot study was carried out with a sample of 30 form three students from a mixed secondary school in Bomet County. This was done to better the reliability and validity of the research instruments. Both descriptive and inferential statistical procedures were used to analyze data from the sampled schools. Data was analyzed and tabulated using descriptive statistics generated from Statistical Package for Social Sciences. T-test was used to assess sex differences in the motivational, affective, self-regulatory processes and academic achievement of students. The Pearson correlation coefficient was used to assess the relationship between motivational, affective, self regulatory processes and academic performance. Multiple regression analysis was used to establish the predictive weights of the three variables on academic achievement. The study found significant relationships among motivational, affective, self-regulatory processes and academic achievement of students. T-test findings also indicated that there were significant gender differences in students’ motivational, affective, self-regulatory processes and academic achievement of students. The study is significant in that it may help improve students’ teaching learning strategies. In conclusion, the study found significant predictive model of academic achievement from motivational, affective and self-regulatory processes. The study came up with several policy recommendations and suggestions for further research. The study recommended that Parents should ensure that home provides children adequate emotional support and encouragement for their learning and that the government should motivate teachers through steady setting up of seminars, workshops and symposia in order to enhance academic achievement. Implications of the research are reviewed.
Personality, Intervening Variables and Academic Achievement as Precursors of Career Aspirations among Form Three Secondary School Students in Kiambu County, Kenya
(Kenyatta University, 2019) Karanja, Rebecca Njeri
Secondary school students’ career aspirations have important implications as they are related to the students’ further training in the aspired areas, entering the job market and making progress in the world of work. Individuals who enter career fields they are not suited for end up facing challenges and difficulties. The purpose of the study was on personality, academic achievement as predictors of career aspirations as moderated by educational background of parents, school type and sex among form three secondary school students in Kiambu County, Kenya. There is very limited research on The Big Five personality traits in Kenya. There has not been a distinction on how the educational background of the mother and the father individually influence career aspirations of students. The study was informed by the Big Five Traits theory and Holland’s Theory of Careers. Kiambu County has 266 schools, stratified as National, Extra County, County and Sub-County with a student population of 95, 859 students. The accessible population was 23,965, (51.8% males and 48.18% Females). Pilot study consisted of 60 students, (30 boys and 30 girls). The two pilot schools were selected from two different sub counties from where the main study was conducted. Stratified random sampling was used to select 10 schools, two from each stratum. The sample size comprised 400 students randomly selected from the sampled schools. Data was collected through a student’s self-report questionnaires: the Big Five Inventory (BFI), Career Choice Inventory (CCI) and focus group discussions. Data collected was both qualitative and quantitative. Quantitative data was coded and entered into SPSS program for analysis. Chi-square (χ2) and Pearson’s Product Moment were used to analyse data. The findings obtained from the (Chi-Square value; χ2 = 99.074=96, p>0.05) revealed that there was no significant relationship between the Big Five personality traits and career aspirations. Moreover, the findings revealed that there was no significant relationship between mother’s education background and students’ career aspirations, (Chi-Square; χ2 = 21.35, df=15, p>0.05). Further, the findings revealed that there was significant relationship between father’s educational background and students career aspirations (Chi-Square value; χ2 =26’00, df=15, p<0.05). Moreover, there was significant relationship between academic achievement and students’ career aspirations (Chi-Square value; χ2 = 57.86, df =6, p<0.05). On the school type, the findings revealed that there was significant relationship between school type and career aspirations of the students (Chi-Square value; χ2 = 208.64, df= 120, p=0.05). The findings revealed that there was significant relationship between sex and career aspirations of the students (Chi-Square; χ2=71.262, df =24, p=0.05). Career guidance should be enhanced in schools and in colleges. Admission to colleges, universities and choice of fields of study and career choice for employment should embrace personality traits as a prerequisite for success. Causes of disparities in school type should be addressed as they have lifelong implications on career aspirations of students.
Selected Predictors of Academic Achievement among Form Three Students in Public Secondary Schools in Kiambu County, Kenya
(Kenyatta University, 2019-03) Ng’ang’a, Maria Wacera
In the last five years (2013 to 2017), poor academic achievement has been experienced in Kiambu County. This is despite government‟s interventions and education being an important sector in individual and national development. Most researchers attribute this to socio-cultural and classroom environmental factors. Yet there could be certain personal factors affecting students‟ academic achievement. The study was therefore designed to determine the relationships among students‟ achievement goal orientation, perceived competence and academic achievement in Kiambu County. Differences in achievement goal orientation and perceived competence due to school type were also tested. The study was guided by the goal orientation theory and intelligence theory. The research adopted mixed methods sequential explanatory design. The study targeted all Form Three students in Kiambu County in 2017. Purposive sampling was used to select Gatundu South Sub-County. Using stratified random sampling, 12 schools were selected. Through proportionate stratified sampling, one girls‟ only and one boys‟ only boarding, one co-educational boarding and nine co-educational day schools were selected. Simple random sampling was used to select 665 participants. Achievement goal orientation and perceived competence scales were adopted and used to measure achievement goal orientation and perceived competence respectively. A pilot study on 40 students was conducted in a school within the County. Purposively, 40 respondents were selected from those who filled the questionnaires for an interview to cross check the quantitative data. Academic achievement was inferred from students‟ examination grades obtained from school records. The quantitative data was analyzed using SPPS version 21. Qualitative data was analyzed thematically. Data collected was analyzed using both descriptive and inferential statistics. To examine relationships among variables and school type differences, Pearson Product Moment Correlation Co-efficient and Analysis of Variance were used respectively. Hypotheses were tested p <.05 level of significance. To determine a prediction model, multiple regression analysis was used. The findings revealed that all the domains of achievement goal orientation significantly correlated to academic achievement (r (630) =.310, p<.05).The highest relationship was observed between performance avoidance (r (630) =.355, p<.05). All the two sub-scales of perceived competence were found to be negatively correlated to academic achievement. The highest relation was found between entity perceived competence r (414) = - .192 p <.01).The findings also revealed significant differences in the four domains of achievement goal orientation and flexible perceived competence given the categories of school types (F(12, 1872) = 10.334, p<.05); F(3, 409) = 3.980, p<.05) respectively. The difference for perceived competence was in favour of co- educational day and boys‟ boarding. In addition, the equation for predicting academic achievement from achievement goal orientation and perceived competence was significant (F (5, 624) = 32.497, p< .05).Performance avoidance had the highest significant predictive value on academic achievement. In the exploratory part of the study, a significant gender difference was found with regard to perceived competence. Based on the findings, it was recommended that teachers, parents and all concerned stakeholders should create conducive environments that enhance students‟ achievement goals. Overall, schools should have interventions to enhance students‟ perceived competence in order to improve academic achievement.
School Psychological Environment, Achievement Goals and Learning Strategies as Predictors of Form Three Students’ Academic Achievement in Nairobi County, Kenya
(Kenyatta University, 2019-01) Obura, Caroline Atieno
Secondary school students’ performance in KCSE over the last four years (2013 to 2016) has been skewed towards low grades nationally and Nairobi County specifically. Much research effort has been directed at investigating psychological factors such as weak academic motivation and self-handicapping as possible causes of poor academic performance. Less focus has been on school psychological environment and achievement goals which may contribute towards students’ academic performance. The purpose of this study was therefore to examine school psychological environment, achievement goals as predictors of academic achievement of form three students in public secondary schools in Nairobi County, Kenya. The study also examined the mediating role of learning strategies in the relationship between the school psychological environment and achievement goals. It also determined the gender differences in school psychological environment and achievement goals. The trichotomous achievement goal framework and the self-worth theory of achievement motivation formed the theoretical framework. The study adopted a correlational research design to establish predictive relationships among the variables. The target population was all the year 2016 Form three students in public secondary schools in Nairobi County. The study sample consisted of 602 students selected from 13 schools using purposive, stratified, proportionate and simple random sampling procedures. The study used a questionnaire developed to obtain information on students’ biographical data. Students’ school psychological environment, achievement goals and learning strategies scales were adapted to measure school psychological environment, achievement goals and learning strategies. Students’ examination scores obtained from the school records were used as a measure of academic achievement. A Pilot study was conducted on 40 form three students selected from a public secondary school in Nairobi County that was not part of the sample. Both descriptive and inferential statistical techniques were used to analyse the data. Specifically, Pearson Product Moment Correlation Coefficient (r) and multiple regression analysis were used to analyse data. The results obtained from correlation analysis showed that the school psychological environment as mastery-focused was positively correlated to academic achievement (r (595) = .17, p< .05). Mastery goals (r (595) = .17, p< .01) and performance-approach (r (595) = .18, p< .05) goals were both positively correlated to academic achievement. Performance-avoidance goals, on the other hand, were negatively correlated with academic achievement (r (595) = -.15, p< .05). Results obtained from multiple regressions showed that the school psychological environment predicted academic achievement (F (1, 595) = 17.47, p< .05). The contribution of school psychological environment as masteryfocused in the prediction equation was (β = 0.33, t = 4.18, p< 05). Personal achievement goal predicted academic achievement (F (3, 595) = 18.32, p< .05. All the three achievement goals predicted academic achievement; performance- approach (β = .28, t = 5.03, p < .05); performance-avoidance (β = -.38, t = -4.14, p< .05); mastery goals (β= .25, t = 3.40, p < .05). The mediation analysis indicated a partial mediation of deep learning strategies in the relationship between mastery-focused school psychological environment and academic achievement. There was also a partial mediation of deep learning in the relationship between mastery goals and academic achievement. Partial mediation of surface learning strategy was equally reported in the relationship between performance-approach goals and academic achievement. The findings may help teachers to design mastery-focused learning environments where all learners may feel appreciated.
Interaction of Selected Social Cognitive Variables in Predicting Musical Creativity among Form Four Students in Nairobi City County, Kenya
(Kenyatta University, 2019-03) Lugo, Lucy Mawang
The main objective of music education is enhancement of students’ musical creativity. However, over the last six years (2012 to 2017) there has been a declining trend in the Kenya Certificate of Secondary Education music performance. This is compounded with consistent underachievement in prime creative areas like composition, aural and harmony, which signifies a decline in musical creativity among students. Although studies have associated psychological factors with musical creativity, limited local studies have examined how social cognitive attributes within the students may predict musical creativity. The purpose of this study was to determine the relationships among musical self-concept, achievement goal orientation and learning strategies, and musical creativity of secondary school music students in Kenya. The prediction equation of musical creativity given the three constructs was also established. Framed upon componential theory of creativity, musical self-concept theory and the (2 x 2) achievement goal orientation model, the study adopted an ex post facto research design. The study targeted all the year 2017 form four music students in Nairobi County. The study used purposive sampling and a census to select 201 participants (139 females and 62 males) with a mean age of 17.24 years (SD = .78). A pilot study involving 20 students was conducted. Quantitative data were collected by use of Musical Self-perception Inventory, Music Achievement Goal Questionnaire, Music Learning Strategies Questionnaire and Consensual Musical Creativity Assessment Scale. Data were analysed using both descriptive and inferential statistics. Descriptive statistics comprised of frequency distributions, percentages, measures of central tendency and variability. Inferential statistics including Pearson’s correlation coefficient and multiple regression analysis were used in hypotheses testing. Results indicated a significant positive correlation (r(199) = .25, p < .01) between musical self-concept and musical creativity. A significant positive correlation (r(199) = .39, p < .01) was also observed between mastery-approach goal and musical creativity. In contrast, there were significant negative correlations (r(199) = -.19, p < .01) and (r(199) = -.28, p < .01) between performance-approach and performance-avoidance goals respectively, and musical creativity. The results also indicated a significant positive correlation (r(199) = .52, p < .01) between deep processing learning strategy and musical creativity, and a significant negative correlation (r(199) = -.24, p < .01) between surface processing learning strategy and musical creativity. However, nonsignificant correlations were revealed among persistence and peer learning strategies, and musical creativity. The equation for predicting musical creativity was significant (F(8,192) = 18.47, p ˂ .01). Deep processing learning strategy had the highest positive predictive value (β = .47, p ˂ .01) on participants’ musical creativity. The study recommended that parents and teachers should create conducive home and school environments, which fosters positive musical self-concept, mastery-approach goal orientation and deep processing learning, to enhance musical creativity among students.

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