MST-Department of Educational Psychology
Permanent URI for this collection
Browse
Recent Submissions
Item Classroom Climate and Academic Buoyancy as Predictors of Academic Achievement in Biology among Form Three Students in Kiambu County, Kenya(Kenyatta University, 2025-11) Swanya, Millicent NyabokeKenya aims to become an industrialized nation by 2030, this vision can be supported by focusing fundamentally on science subjects. However, academic achievement in Biology which is one of the science subjects has been below average in the results released annually by KNEC, raising numerous concerns among stakeholders. This study, therefore, aimed to establish how classroom climate and academic buoyancy predict achievement in Biology among Form Three students in Kiambu County, Kenya. This research aimed to address the poor Biology achievement of secondary school students in Form Three in the Kiambu County. Study objectives were: to determine the correlation between classroom climate and students’ Biology achievement, to find out the correlation between students’ academic buoyancy and students’ Biology achievement, to determine gender variations in classroom climate and students’ academic buoyancy, and to predict interrelationship between classroom climate and academic buoyancy on students’ Biology achievement. The study adopted the resilience theory by Norman Garmezy (1991) and the interactive learning theory by Vygotsky (1978). The correlational research design was also adopted. The study targeted all 4,000 Form Three students in Kiambu County. A purposive, stratified sampling method, together with simple random procedures, was utilised to select an appropriate sample size of 399 students. The following research tools were employed to gather information: the Student Academic Buoyancy Scale, the Student Classroom Climate Inventory (SCCI), and end-of-term examination scores in Biology to measure academic achievement in Biology. In this study, a pilot test was carried out in two secondary schools within the Kiambu County to ascertain the reliability of the research tools. Additionally, Cronbach's alpha was utilised to determine internal consistency. Construct, face and content validity of the research scales were ascertained through the guidance of the supervisors and experts in the educational psychology department. SPSS was employed in the cleaning, coding and analysing data whereby descriptive and inferential statistics such as Pearson correlation coefficient and multiple regression were generated for data analysis. Findings from the study indicates a negative and significant relationship between classroom climate and Biology achievement r (396) =-.103, p <.05. Concerning academic buoyancy, results established insignificant correlation between academic buoyancy and achievement in Biology r(396) =.072, p <.05. In determining the gender variations in classroom climate and academic buoyancy on Biology achievement, the study found that correlation was positive and significant for male students r (396) =019, p <.05 but not for the female students r (360) = .646, p<.05). However, academic buoyancy predicted higher Biology achievement for male students than for female students, whereas classroom climate more significantly predicted the achievement of female students than male students. Additionally, in predicting the correlation between classroom climate and academic buoyancy on Biology achievement, the regression equation revealed that academic achievement was greatly influenced by students' academic buoyancy and an interactive classroom climate. This study findings are generalized to represent the state of Biology achievement as predicted by academic buoyancy and classroom climate of students in Kiambu County. The research outcomes strongly suggest that parents and teachers should engage in activities that reinforce high academic buoyancy and sustain an interactive classroom climate. Further research is recommended to explore ways to maintain high academic buoyancy and to sustain interactive, supportive, and respectful classroom climates to ensure higher achievement among students.Item Parenting Practices and Perceived Social Support as Predictors of Problem Behaviour among Form Two Students in Embu County, Kenya(Kenyatta University, 2025-10) Ngari, Evalusia MukamiProblem behaviour in secondary schools is an issue of concern all over the world. The increase in problem behaviour among secondary school students continue to raise concern in educational and community settings. Parenting practices and perceived social support have been identified as key predictors of such behaviour. In particular, majority of secondary school students in Mbeere south sub-county, Embu County have been exhibiting problem behaviour at an alarming rate. These problem behaviour have been attributed to school factors and very little has been done on perceived social support and parenting practices which may be contributing a lot to the student problem behaviour. This study examined the extent to which parenting practices and perceived social support predict problem behaviour among secondary school students in Mbeere sub-county, Embu county, Kenya. The objectives of the study were; to determine the relationship between parenting practices and problem behaviour, to establish the relationship between perceived social support and problem behaviour and to determine the predictive model of parenting practices and perceived social support on problem behaviour. The research was anchored on social learning theory and Bronfenbrenner’s ecological theory. Correlational research design was employed in this study. The study location was Mbeere South Sub-County, Embu County and the study was conducted among form two students. The target population consisted of 32 secondary schools and 8822(5302 boys and 3520 girls) form two students. The sample size of the study was 383(199 boys and 184 girls). Purposive sampling, simple random sampling, stratified and proportionate sampling were used to select the schools and the respondents. A structured questionnaire was used to collect the quantitative data. A pilot test was conducted using 38 form two students from a secondary school in Mbeere South Sub-county to assess the validity and reliability of the research instruments. This school was excluded from the actual study. Descriptive, inferential statistics, Pearson Product Moment Correlation Coefficient and Multiple were used to analyze the data. The results of this study indicated that there was a negative and significant relationship between parenting practices and problem behaviour (r=-0.46, p<.05), perceived social support and problem behaviour (r=-0.65, p <.05). The results from multiple regression analysis indicated that parental practices are the best predictors of problem behaviour since they had the highest predictive index of (β=-0.45) followed by perceived social support which had the least predictive index (β= -0.33). The equation for predicting problem behaviour from parenting practices and perceived social support was found to be significant (F (3, 271) = .00 P <.05). In addition, the sub-scales of the two independent variables were found to have a significant predictive weight on problem behaviour. The study recommends the ministry of education should establish parent-school partnership and that teachers should strengthen school based social support system so as to help the students deal with problem behaviour.Item Task Value and Teacher Autonomy Support as Correlates of English Language Performance among Form Two Students in Makueni County, Kenya(Kenyatta University, 2025-11) Kioko, Jonathan MuliIn today’s global world, proficiency in English is key, not only, in communication in the globalized world, but also, has been linked to success in other disciplines for being the language of instruction. Despite the primacy of English language performance among learners in Makueni county has been, specifically poor, when compared to other disciplines and performance against other regions. Further, little is there to show the psychological and contextual variables around English language performance in the locale. From the foregoing, the current study sought to investigate the relationship between task value and teacher autonomy support with English language performance. Further, the study aimed to establish if there were gender differences in task value and teacher autonomy. Lastly, the prediction of English language performance from the two variables was investigated. The study was guided by the Cognitive Evaluation Theory (Wigfield & Eccles, 2000) and the Expectancy-Value Theory (Ryan & Deci, 1985). A descriptive correlational design was adopted for the study. The target population comprised 4098 form two students from the 48 public secondary schools in the Makueni sub-county. The study locale, the Makueni sub-county, were purposively selected whilst stratified random sampling was employed in selecting participating schools from the different school types. Lastly, simple random sampling was employed to select 412 students from the 16 selected schools. A prior pilot study involving 50 randomly selected students was used to assess the validity, reliability, and feasibility of logistical assumptions. The Self and Task Perception Questionnaire and the Teacher Support Scale as well as end-of-term examination results were used to measure the respective variables. The Statistical Package for Social Sciences Version 25 was used in the analysis of data where descriptive statistics and inferential testing using the Pearson’s Product Moment Correlation and multiple regression will be conducted. Findings show that there was a significant positive relationship between both task value (r (404) = .25, p < .01) and teacher autonomy support (r (404) = .27, p < .01) and English language performance. Further, significant gender differences were established in both task value, t (404) = -2.43, p < .05, and teacher autonomy support, t (404) = -1.35, p > .01 with girls significantly posting better scores in both variables. Lastly task value and teacher autonomy support significantly predicted English language performance, F (2,403) = 18.34, p <.001. Of the two, teacher autonomy support (β = .19, p < .01) was comparatively a better predictor of English language performance as compared to task value (β = .13, p < .05). The study's insights advocate for teaching practices and approaches that support autonomy of the learners while acknowledging the need for creating a sense of value in the educational tasks amongst learners. Further, the study offers insights into the need for gender-specific approaches in the creation of a sense of value in educational tasks among students.Item Parenting Practice and Problem Behavior as Predictors of Academic Disengagement among Form Two Students in Mombasa County, Kenya(Kenyatta University, 2025-11) Atolla, Maureen AnzemoDisruptive behaviors such as arson attacks and violence are a common phenomenon in secondary schools. Problem behavior is a matter of concern among secondary school students and creates a vicious cycle as adolescents are likely to get involved in academic disengagement and ultimately drop out of school. Students losing interest in the academic domain is of great concern in Mombasa County, this is inferred from diverse indicators of absenteeism, delinquency and dropout. Several studies have been conducted in different counties in Kenya on factors affecting problem behavior and academic disengagement, however despite the many studies cases of academic disengagement are on the rise. In Mombasa County, parenting practices and problem behavior have received little attention as predictors of academic disengagement. The specific objectives of the study were; to examine the extent to which problem behavior mediates relationship between parenting practice and academic disengagement among form two students. The study was anchored on triadic theory, social learning theory and problem behavior theory. Correlational design and quantitative methodology were used to investigate the objectives. The target population was all the 3286 students in Mvita Sub-County at year two of study in secondary schools. Purposive, stratified and simple random sampling techniques will be utilized to select the sample size. The sample size of the study was 640 students (320 girls and 320 boys). Pilot study included 80 students from two different schools (boys’ and girls’ schools). Self-report questionnaires were used to collect data. Regression and mediation analyses were conducted to determine the interrelationships between parenting practices, problem behavior and academic disengagement. Parenting practice and academic disengagement have a negative and significant relationship, r (618) =-.266 (p=0.015<0.05). Problem behaviour and academic disengagement have a positive and significant relationship, r (618) = .483 (p=.000<0.05). The beta coefficient for parenting practice was -.022 and p=.054 while that of problem behaviour was .486(p=.000), problem behavior thus mediates the relationship between parenting practice and academic disengagement. Parenting practices characterized by affection, support, effective communication, behavioral control, encouragement of autonomy was negatively associated with problem behavior while psychological control and coercive parenting practices were positively associated with problem behavior. Anxiety, anger, disruptive behaviors and aggression amongst other problem behaviors contribute to learner’s conflicts with peers and teachers, disliking of the school, absenteeism, non-participation to co-curricular activities, rule breaking, and violence and bullying. Externalizing problem behaviors are related to delinquency, truancy, aggression and violence in schools while internalizing problem behaviors are associated with skipping of classes, emotional disengagement. The findings inform parents about effective parenting strategies to promote positive behavior and academic engagement in their children. The study provides insights in developing interventions targeting student who exhibit problem behavior or academic disengagement. The study also provides insights to education stakeholders in adopting policies and strategies that encourage greater parent involvement in education activities.Item Locus of Control and Self-Efficacy as Predictors of Academic Achievement among Form Four Students in Selected Secondary Schools in Meru County, Kenya(2025-08) Kinoti, Vivian KathambiAcademic achievement among Kenyan secondary school students is emphasized because it impacts students' personal and national development. However, low academic achievement has been an issue of concern. Despite the efforts made, this problem has continued to persist.This research aimed at exploring how psychological constructs, namely: Locus of Control (LOC) and Self Efficacy (SE), predict academic achievement among Form Four students in selected secondary schools in Meru County. The study objectives were: a) to ascertain whether there is a relationship between LOC and academic achievement of form four students in Meru County; b) to establish if there is a correlation between SE and students’ academic achievement; c) to determine the interaction effect of LOC and SE on predicting students’ academic achievement. The study was guided by the social learning theory by Bandura and the correlational research design was employed. The target population was 1435 Form Four students in 36 secondary schools. Stratified random sampling technique was used to select four secondary schools in Buuri Sub-County of Meru County. A total of 459 Form Four students were chosen through simple random sampling. Data were collected using SE scale developed by Chen et al. (2001) and LOC scale developed by Craig et al. (1984). A pilot study was conducted among 39 students to establish the validity and reliability of the research instruments. The instrument yielded a Cronbach's Alpha reliability coefficient of .86 for LOC scale and .82 for SE scale. Scores on academic achievement were obtained through document analysis by computing mean scores from three consecutive end-of-term examination grades for the year 2022. Quantitative data was analysed via descriptive statistics and inferential statistics through Pearson product moment correlation coefficient and multiple regression to establish relationships between variables at .05 alpha levels. Analyses were done using Statistical Package for Social Sciences (SPSS) version 29. The study revealed that there exists a weak, positive and significant correlation between students' external LOC and their academic achievement, r (397) = .38, p < .05. There is a strong, positive and significant correlation between students' internal LOC and their academic achievement, r (43) = .68, p < .05. Hence the results indicate that students’ academic achievement increases as both internal LOC and external locus of control increases. Further, there was a moderate positive and significant relationship between students’ SE and their academic achievement , r (440) = .47, p < .05. Thus, students with high levels of self-efficacy were found to perform better academically as compared to students with low levels self-efficacy. The findings further showed that jointly, LOC and SE positively and significantly predicted students’ academic achievement, F (3, 436) = 114.83, p < .05. The study concludes that psychological constructs; LOC and SE should be enhanced by setting clear, achievable academic goals to enable students to take charge of their educational journeys. The study recommends that teachers and parents should reinforce learners to enhance their LOC and SE to enhance their academic success. Further recommendation is for policymakers and curriculum developers to establish frameworks that promote LOC and supportive environments, empowering students to enhance their SE for better academic achievement.Item Psychosocial Support and Educational Aspirations as Predictors of Chemistry Academic Achievement among Form Three Students in Narok County, Kenya(Kenyatta University, 2025-12) Orwari, Anna MoraaIndustrial and technological development in any nation can only be attained by focusing on formal schooling and dispelling dismal academic achievement particularly in sciences. However, that has not been the case across the globe as studies have shown growing concern over consistent Chemistry academic underachievement yet Chemistry is a very critical discipline in the field of science. One of the national goals of education in Kenya is to support the industrial, technological, and socioeconomic advancements demands of the country. Unfortunately, Chemistry academic achievement has persistently remained low over the years, a scenario that has raised great concern among stakeholders as that may contribute to derailment in attaining the national goals. However, in the national examinations, Chemistry results still indicate a worrying downward trend. This study, therefore, aimed at finding out how psychosocial support and educational aspirations correlate to Chemistry academic achievement among Form Three students in public secondary schools in Narok North Sub-County, Narok County, Kenya. The research objectives included: establishing the correlation between psychosocial support and Chemistry academic achievement, finding out the correlation between educational aspirations and Chemistry academic achievement, establishing the gender differences in psychosocial support and educational aspirations on Chemistry academic achievement, and finding out the predictive weight between psychosocial support and educational aspirations on Chemistry academic achievement among Form Three students in Narok North Sub-county. The study was anchored on Ecological Systems Theory of Human Development and Aspiration Theory. This study also employed correlational research design to obtain quantitative data and targeted a population of all the 294 Form 3 students from 24 public schools in the Sub-County. Purposive, Stratified and simple random sampling techniques were employed to obtain a sample size of 294 respondents using Yamane Formula. Data was also collected using Psychosocial Support and Educational Aspirations structured scales. Chemistry end of term one 2024 examination results accompanied the questionnaires filled by the participants. Piloting was done to determine reliability and validity of the research instruments and involved 30 students in two schools. In addition, Cronbach´s Alpha was employed to establish reliability of the research instruments. Both descriptive and inferential statistics were used to conduct data analysis. Findings from the study indicate a negative and significant relationship between psychosocial support and Chemistry achievement r (294) =-.125, p <.05. Concerning educational aspirations, results established a non-significant correlation between educational aspirations and Chemistry achievement r (294) =-.112, p>.05. In establishing the gender variations in psychosocial support and educational aspirations on Chemistry achievement, the study found that psychosocial support and educational aspirations predicted Chemistry achievement greatly in male students than female students. Further in predicting the correlation between psychosocial support and educational aspirations on chemistry achievement, regression equation revealed that academic achievement was greatly predicted by communication dimension of psychosocial support and student motivation dimension of educational aspirations. From the findings of the research, it was highly suggested that parents and teachers should get involved in activities that can reinforce high psychosocial support and sustain high motivation among students. Further research was recommended in exploring ways to maintain high psychosocial support and sustaining students’ motivation to ensure higher achievement among students.Item Achievement Goal Orientation and Self-Regulated Learning as Correlates of Academic Achievement among Form Three Students in Trans-Nzoia County, Kenya(Kenyatta University, 2024-11) Wacoli, Nasimiyu CarenAchievement goal orientation (AGO) is one’s underlying motivation to pursue academic excellence through practice and assessment. The aspect entails two objectives, namely, task and ego orientations. On the other hand, self-regulated learning (SRL) is the conscious and active management of the learning process. It entails the formulation of goals, plans, adoption of appropriate strategies, and evaluative tactics. The focus of this study was on examining the relationship between achievement goal orientation, self-regulated learning, and academic achievement in secondary school students. The study used the Achievement Goal Orientation Theory and Social Cognitive Theory of Self-Regulation as its theoretical frameworks. By doing so, the study aimed to contribute to the knowledge on the causes of low academic achievement and to determine whether there are gender differences in achievement goal orientation and self-regulated learning. Additionally, the study focused on examining on how these factors predict academic achievement. Overall, the significance of this study lies in its potential to provide insight into the factors that influence academic achievement in secondary school students. This study adopted a correlational research design and was conducted in Kwanza Sub-County of Trans-Nzoia County. The study was conducted on form three students aged 15-20 years in public schools in Kwanza Sub-County, Trans-Nzoia County. The researcher used a combination of stratified random sampling, purposive sampling, and simple random sampling to select a statistically representative sample of study participants. A sample size of 365 respondents (182 boys, 183 girls) was employed. Data was collected using self-administered questionnaires i.e., Academic Self-regulated Learning Scales and Achievement Goal Orientation Questionnaire. Student academic achievement records were obtained from the schools at the end of term two. Pearson's Product Moment Correlation Coefficient, multiple regression analysis, and independent samples t-test were utilized to analyze the data. Null hypotheses were measured at P=.05 significance levels. It was found that there is a positive relationship between achievement goal orientation, self-regulated learning, and academic achievement, which suggests that students who have higher levels of these factors are more likely to have better academic achievement. It is also interesting that the study found a significant gender difference in achievement goal orientation, with boys showing higher levels of this trait than girls. Overall, the study highlights the importance of achievement goal orientation and self-regulated learning in academic achievement and the need for further research in this area. For instance, it was found that gender had no influence on ego-oriented goals, but had an influence on task-oriented goals on academic achievement. Since a correlational research design was used, the results do not necessarily imply a causal relationship between these factors. Therefore, further research using an experimental research design would be needed to expand our understanding of these factors.Item Relationship Between Perceived Parental and Teacher Psychological Control and Learned Helplessness among Form Three Students in Makueni County, Kenya(Kenyatta University, 2025-07) Nzioki, Gideon KeliLow motivation and passivity towards learning tasks resulting from perceptions of uncontrollability of outcomes is a persistent problem, especially among low-achieving students. Literature has attributed this to the development of learned helplessness among some students. Despite the adverse effects of learned helplessness in such aspects as decreased academic performance, self-destructive strategies, maladjusted behaviour, and depression, the construct remains largely uncharted among the secondary school population in Makueni County, Kenya. Additionally, findings on dispositional and contextual antecedents of learned helplessness remain equivocal. In view of the foregoing, in the first two objectives, the current inquiry proposed to establish the prediction of learned helplessness from perceived teacher and parental psychological control. Further, the study explored if mindsets mediated the relationship between perceived parental and teacher psychological control and learned helplessness. This study was informed by the Mindsets Theory (Dweck, 2017). and the Self-Determination Theory (Ryan & Deci, 2017). It was based on an exploratory correlational research design where the target population comprised 3890 (1988 girls) form three class of 2023 in all 48 secondary schools in Makueni Subcounty. To ensure random allocation a multi-stage sampling technique was used. The locale was purposively selected for the study. Stratified random sampling was applied in the selection of schools in different school types and students by gender. A core of 413 (212 girls) respondents (MAge =16.82, SD = 1.08) was randomly selected from the participating schools to respond to the questionnaires. Before this, a pilot study was undertaken involving 48 students. Data were collected using an adapted Psychological Control Scale - Youth Self-Report Measure, Psychologically Controlling Teaching - Student Report, Implicit Theories of Intelligence Scale and the Learned Helplessness Scale. The Statistical Package for Social Sciences, SPSS, version 25 and SPSS AMOS, version 26, were used in the data analysis. Bivariate correlational analyses using the Pearson's Product Moment Correlation Coefficient revealed that both perceived maternal psychological control, r (381) = .11, P < .05, and paternal psychological control, r (381) = .15, P < .01, had significant correlations with learned helplessness. Moreover, perceived teacher psychological control has a significant correlation with learned helplessness, r (381) = .19, P < .001. Further, full structural equation modelling analyses on three separate models revealed that mindsets mediate the relationship between perceived parental and teacher psychological control and academic achievement. Specifically, mindsets fully mediate paternal control’s relationship with learned helplessness, while partially mediating the relationship for both maternal and teacher control, suggesting other factors are also at play in these relationships. The findings affirm the relevance of psychological control in the prediction of learned helplessness among students. The study may be key to creating an autonomy-supportive learning environment as well as devising interventions for alleviating learned helplessness, which cumulatively translate into an overall better learning environment for learners.Item Locus of Control and Academic Procrastination Styles As Predictors of Academic Achievement among Form Three Students in, Machakos County, Kenya(Kenyatta University, 2024-10) Maingi, CarolineSecondary school students’ performance in national examination in Machakos SubCounty has been declining over time and this has been an area of interest for educational researchers and psychologists. More specifically, educational psychologists would like to find out the psychological reasons leading to decline in academic performance regardless of the improved teaching-learning activities due to provision of teaching-learning materials and qualified teachers. The answer to this issue might be found in the psychological rather than environmental elements that affect students. Therefore, the purpose of this study was to determine how locus of control, academic procrastination behaviors, and academic achievement among form three students in Machakos Sub-County relate to one another. The study also aimed to determine whether there are gender differences in students' locus of control, academic procrastination styles, and joint effects of students' academic procrastination styles and locus of control on academic achievement. The study was based on attribution theory and temporal motivation theory. The study employed correlational research design. The location of the study was Machakos Sub-County. The study targeted 34 public secondary schools with a population of 3384 students. The study employed both stratified random sampling and purposive sampling techniques to select the sample. The form three class of each selected school was purposively sampled. The study used a sample size of 350 respondents from 11 schools. The primary data was collected by use of both open ended and structured questionnaires. Piloting was done in two randomly selected schools which were not included in the actual study to test the validity and reliability of the research instruments. Permission to conduct the study was sought from the relevant authorities. The statistical package for social sciences was used for data processing. The data analysis was done using descriptive and inferential statistical procedures. The study results showed that there was a positive and significant correlation between students' academic performance and their external and internal locus of control, r (172) = .36, p < .05; r (169) = .58, p < .05. Further, the study results showed that there was a negative and significant correlation between students' academic procrastination and students’ academic performance, r (341) = .40, p < .05. The findings revealed no significant gender differences among students’ academic procrastination and locus of control; t (2, 34), p =.41; t (2, 34), p = .68. There was a joint and significant relationship between academic procrastination, and locus of control with academic achievement, F (2, 338) = 32.23, p < .05. The study recommends that teachers should develop strategies and support systems that will allow students to develop appropriate internal and external locus of control which are important in improving their academic achievement. Students should also be taught on effective strategies for setting concrete goals that they are able to achieve while avoiding the negative habit of both passive and active procrastination for better academic achievement.Item Learning Strategies and Locus of Control as Predictors of Academic Performance in Physics among Form Two Students in Tana-River County, Kenya(Kenyatta University, 2025-03) Mbosyo, Pau L MutuaGlobally, good academic performance has been equated with a fair hope for the future. To many stakeholders, good performance in academics means work well done. In Africa good academic performance means higher chances of competitiveness with the rest of the world. In Kenya, performance in national examinations has been characterized by dismal performance in Physics. Most researches done previously have attributed this poor performance to school environmental factors and the abstract nature of physics yet the contribution of psychological variables on students’ performance has not been much looked at more so in Physics. Physics performance in Tana-River has low. This low performance by students leads to limited access to higher education and consequently limited opportunities. This study purposed to find out whether Learning strategies, Locus of control and academic performance in physics are related. Self-Regulated Learning theory by Pintrich (2000) and Locus of control theory by Bandura (1966) offered the theoretical basis. Correlation research design was used in this. The study was done at Tana-River County, Kenya. Form two students taking physics in the County were targeted with a population of 2000. A sample of 333 students sampled using Quota sampling from girl schools, boy schools, boarding and day school categories were involved. Schools offering physics in Tana-River County were purposively sampled. Three instruments were used in this research, two Questionnaires and a pro forma summary of students. Data analysis and hypothesis testing was done using SPSS (Version 27). To analyze data linear regression analysis was used. Further, Pearson’s product moment correlation, ANOVA and independent samples t-test were also used. Learning strategies had significant positive association with students’ performance in Physics (r=.268, p=.00). Locus of control had a negative, significant association with students’ performance in Physics (r=-.212, p=.00). Independent samples t-test did not establish significant difference in Learning strategies and Locus of control of the students based on gender differences. From regression analysis Locus of control and Learning strategies explain 10.2% of academic performance in physics. These findings were in tandem with what had been established in the pilot study. The study concluded that performance in physics can be influenced by Learning strategies as well as Locus of Control. The study concludes that physics learners who are internally oriented are driven by their determination, hard work and desire to learn and are likely to perform well in physics lessons. The study recommends that schools, physics teachers and science department enhance the learning approaches to physics subject. This can be done by improving on learning pedagogies, illustration and support of physics subject through resource and equipment acquisition. The study recommended to tutors to use approaches that can alter students Locus of control and improve on learning strategies. The study found that there is no significant difference in learning strategy locus of control and gender of the students. This an indication that difference in physics performance cannot be attributed to gender differences. All leaners should be encouraged to pursue physics irrespective of gender orientation. The Kenya Institute of Curriculum development in conjunction with physics teachers and STEM partners can participate in reviewing the guidelines and structure of Physics subjective to make it enjoyable and easy to comprehend.Item Metacognitive Awareness and Motivational Beliefs as Correlates of Mathematics Achievement among Form Three Students in Makueni County, Kenya(Kenyatta University, 2025-05) Ndulu, Vincent MwendwaMathematics learning and quality achievement in the subject play a key role in innovation and advancement in technology for social and economic development. However, low mathematics achievement among students in Kenya Certificate of Secondary Examinations continues to be a major concern to parents, educators, and other education stakeholders. The study aimed at investigating on how students' metacognitive awareness and motivational beliefs correlate to their mathematics achievement. The study also looked into how gender differed in motivational beliefs and metacognitive awareness. Further, the predictive weights of metacognitive awareness, and motivational beliefs on students’ mathematics achievement were established. Eccles and Wigfield's (2002) Expectancy Value Theory and Brown's (1987) Metacognition Model served as the research's guiding theories. A correlational research design was used in the investigation. All students in Makueni County's public secondary schools in form three made up the target population. To choose the target population, purpose sampling was employed and the study’s region. Schools and research participants for the study were chosen utilizing both random and stratified sampling. A sample of 174 form three students out of 1322 accessible population were chosen from 6 secondary schools in Makindu Subcounty, Makueni County. One of the schools was used for a pilot study. MAI Questionnaire, and MBMQ were utilized to collect data from the research respondents. Students’ mathematics achievement was measured using mid of term one 2024 mathematics examination records that were collected from their schools’ examination departments. The data acquired was analyzed using inferential and descriptive techniques using SPSS. Students' metacognitive awareness showed a substantial positive relationship with mathematics achievement (r (170) =.73, p ˂ .05). Similarly, a positive correlation between motivational beliefs and mathematics achievement ( r (170) = .23, p ˂ .05) was revealed by the study. Significant gender disparity was found in metacognitive awareness ( t = -2.20, p < .05) and motivational beliefs (t = -4.09, p < .05). The results revealed that metacognitive awareness and motivational beliefs positively predicted mathematics achievement. Students' achievement in mathematics was found to be influenced by their motivational beliefs and metacognitive awareness. Based on the study results, recommendations were made that; parents, teachers, and school administrators, should work together to create home, and school environments that enhance metacognitive awareness and motivational beliefs for better mathematics achievement in secondary schools.Item Relationship between School Climate and Academic Achievement among Students in Public Secondary Schools in Kiambu County, Kenya(Kenyatta University, 2025-05) Kanake, Zipporah KaregiAcademic achievement is a critical element influencing various aspects of life, prompting governments and families worldwide to dedicate significant resources and time to foster student success. Despite these efforts, schools continue to face challenges in enhancing academic achievement, as the pursuit of quality education remains a key global concern in the 21st century. Previous studies have attributed low academic achievement to several factors, including environmental and psychological influences. This study explored how the school environment impacts academic achievement among public secondary school students in Kiambu County, Kenya. Specifically, it examined the effects of peer pressure, teacher-student relationship, and school violence on academic achievement, using Bronfenbrenner’s Ecological Systems Theory (Bronfenbrener, 1979) as its framework. The research adopted a descriptive correlational design and targeted 25,120 Form Three students in the year 2023. Through purposive and stratified sampling, five public schools were selected, and 379 students were randomly sampled based on Krejcie and Morgan’s (1970) sample size table. Quantitative data were collected via student questionnaires, offering nuanced perspectives on student experiences and perceptions. Academic achievement was assessed through school-kept examination scores, and both descriptive and inferential statistical methods were applied in analysis. Findings revealed that peer pressure and teacher-student relationships significantly influenced academic achievement; (r (379) = -0.245, p< 0.05.) and (r (377) = -0.142, P < 0.05) respectively, while school violence did not show a notable correlation (X2 =0.99, df 2, corresponding to p = 0.61. The quantitative data further highlighted students’ sentiments about the supportive or detrimental roles of their peers and teachers. This study is expected to offer valuable insights to a wide range of stakeholders, including students, parents, teachers, and school administrators The study concludes by recommending that education stakeholders delve deeper into the root causes of poor academic achievement to devise more effective, evidence-based interventions.Item Academic Motivation and Cognitive Engagement as Correlates of Academic Achievement among Form Four Students in the South East Region, Botswana(Kenyatta University, 2024-06-01) Rampete, MojiAcademic Achievement is an essential part of learning, and it is the most important factor that lcnd§ to ll!c 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. In Botswana, final examinations are used to measure academic achievement. Studc}lls’_ future academic progress is therefore, mainly determined by final examinations. So far, the results have been on the declining trend for decades. The purpose of the study was to determine how academic motivation and cognitive engagement predict academic achievement in the region. The study objectives include; to determine the relationship between academic motivation and academic achievement, to find out the relationship between cognitive engagement and academic achievement, to find out gender differences in academic motivation and cognitive engagement, and to determine thse predictive weight of academic motivation and cognitive engagement on academic achievement. Albert Bandura’s Social Cognitive Theory (1989) and 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 Academic Motivation Scale (AMS) and Cognitive Engagement Learning Strategies. The target population was form four students in public secondary schools in the same region, in 2022. 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 statistics such as means, percentages and frequencies were used to summarise the collected quantitative data. Pearson’s Product Moment Correlation Coefficient and Multiple Regression Analysis were used to test the stated null hypotheses set at «. = 0.05. In the first objective the findings of the study indicated a statistically significant correlation between academic motivation and achievement. (r =123, p < 01). In the second objective the results indicated a positive correlation between cognitive engagement and academic achievement (r=32,p< .01).In the third objective the findings also demonstrated that there were notable gender variations in academic motivation and cognitive engagement, at # = 2.63, df = 500, p < .01. The fourth objective shovyeq that b'oth academic motivation and cognitive engagement had a significant predictive welght (7=8.07, p<.01). Both predictor variables had a significant fit. F = 8.07, p<.01L. Major recommendations of the study were that school administrators, teachers, parents and ablish supportive learning environments for students. stakeholders collaborate to est s Administrators and teachers to hold seminars and/or workshops to train teachers on demic achievement goals.Item Academic Engagement as a Predictor of School Completion Intention of Pupils in Upper Classes in Primary Schools in Tharaka Nithi County, Kenya(Kenyatta University, 2024-05) Muthengi, Deborah M.Despite increased enrollment following FPE, primary school education has continued to face the challenge of many pupils not completing school in Kenya. In Tharaka Nithi, particularly, Tharaka North Sub County, the issue of pupils not completing school is worrisome as reflected by educational statistics from area. Failure to complete school poses a considerable challenge not only to the individual pupil but also to the Kenyan society at large. Academic engagement is becoming an increasingly debated concept for conceptualizing learners’ educational success. Relevant studies that have concentrated on pupils’ characteristics such as academic engagement and its connection to pupils’ decision to quit school are particularly scarce. Therefore, this study aimed to investigate the link between academic engagement and intention to complete school among primary school pupils in Tharaka Nithi County. Guided by social cognitive theory and using correlational design this study targeted all the 12,250 pupils in the 63 primary schools in Tharaka North Sub-County. A stratified sample of 295 pupils in class six, seven and eight filled the questionnaires. Research instruments were piloted using a sample of 60 pupils from one school that was exempted during the actual data collection period. Data were analyzed using both descriptive and inferential techniques. The results revealed a significant positive moderate correlations between cognitive academic engagement (r (285) = 0.50, p < 0.01), behavioural academic engagement (r (285) = 0.40, p >0.01), emotional academic engagement (r (285) = .39, p < .01) and school completion intention of pupils in upper classes. Regression analysis revealed that cognitive, behavioral and emotional dimensions of academic engagement significantly predicted school completion intention (F (3, 281) = 38.60, P = .00), and they jointly accounted for 29% of variability in school completion intention. Cognitive academic engagement had the greatest weight followed by behavioural academic engagement and with emotional academic engagement having a non-significant contribution to school completion intention. It was concluded that pupils’ academic engagement is significant in explaining and predicting primary school pupils’ intention to leave school. Therefore, schools and stakeholders in general should come up with interventions targeted at improving pupils’ academic engagement so as to raise their intention to complete school.Item Academic Engagement as A Predictor of School Completion Intention of Pupils in Upper Classes in Primary Schools in Tharaka Nithi County, Kenya(Kenyatta University, 2024-05) Muthengi, Deborah M.Despite increased enrollment following FPE, primary school education has continued to face the challenge of many pupils not completing school in Kenya. In Tharaka Nithi, particularly, Tharaka North Sub County, the issue of pupils not completing school is worrisome as reflected by educational statistics from area. Failure to complete school poses a considerable challenge not only to the individual pupil but also to the Kenyan society at large. Academic engagement is becoming an increasingly debated concept for conceptualizing learners’ educational success. Relevant studies that have concentrated on pupils’ characteristics such as academic engagement and its connection to pupils’ decision to quit school are particularly scarce. Therefore, this study aimed to investigate the link between academic engagement and intention to complete school among primary school pupils in Tharaka Nithi County. Guided by social cognitive theory and using correlational design this study targeted all the 12,250 pupils in the 63 primary schools in Tharaka North Sub-County. A stratified sample of 295 pupils in class six, seven and eight filled the questionnaires. Research instruments were piloted using a sample of 60 pupils from one school that was exempted during the actual data collection period. Data were analyzed using both descriptive and inferential techniques. The results revealed a significant positive moderate correlations between cognitive academic engagement (r (285) = 0.50, p < 0.01), behavioural academic engagement (r (285) = 0.40, p >0.01), emotional academic engagement (r (285) = .39, p < .01) and school completion intention of pupils in upper classes. Regression analysis revealed that cognitive, behavioral and emotional dimensions of academic engagement significantly predicted school completion intention (F (3, 281) = 38.60, P = .00), and they jointly accounted for 29% of variability in school completion intention. Cognitive academic engagement had the greatest weight followed by behavioural academic engagement and with emotional academic engagement having a non-significant contribution to school completion intention. It was concluded that pupils’ academic engagement is significant in explaining and predicting primary school pupils’ intention to leave school. Therefore, schools and stakeholders in general should come up with interventions targeted at improving pupils’ academic engagement so as to raise their intention to complete school.Item Attitudes towards Mathematics, Self-Efficacy, and Career Aspiration as Predictors of Mathematics Performance among Form Three Learners in the Southeast Region of Botswana(Kenyatta University, 2024-11) Kgalalelo , KenosiDespite governments’ interventions and education being important to individual and national development, poor performance in mathematics has been persistently prevalent in the Southeast sub-region of Botswana. It is linked to several variables related to schools, teachers, parents, students and socio-economics status. However, no study has been done that focuses on the three predictor variables of mathematics in the Southeast sub-region of Botswana. Thus, this study sought to determine the relationship between attitudes towards mathematics, mathematical self-efficacy, career aspirations, and mathematical performance among form three students of Southeast sub-region. The specific study objectives were: to sought to establish the relationship between attitudes towards mathematics and mathematics performance among form three students in the Southeast sub-region of Botswana, to determine the relationship between mathematics self-efficacy and mathematics performance among Form three learners in the Southeast sub-region Botswana, to1find out1the relationship1between students' career aspirations and mathematics performance among form three learners in the Southeast sub-region, Botswana, to examine gender differences in students' attitudes, self-efficacy, and career aspirations for mathematics performance among Form three learners in the Southeast sub-region of Botswana and to establish a predictive model for mathematics achievement among form three learners in the Southeast sub-region of Botswana. The following theories guided the study: a) Affective, Behavioural, Cognitive (ABC) Model; b) Social Cognitive Theory; c) Social Cognitive Career Theory. A correlational research design was employed. The study targeted a population of 1320 form three students in 8 junior secondary schools in the Southeast sub-region, Botswana. Purposive sampling techniques were used to select form three. Furthermore, stratified random sampling techniques were utilized to choose a sample of four (4) schools and a sample size of 384 students. Moreover, simple random sampling was used to select 200 girls and 184 boys. Attitudes Towards Mathematics Inventory (ATMI), Mathematics Self-efficacy Scale, and STEM Career Interest Survey (STEM-CIS) were adapted as data collection instruments. Examination records served as a tool for measuring students' mathematics performance. In data analysis, both descriptive and inferential statistical procedures were used. The descriptive statistics involved percentages, frequencies, and tabulations, while inferential1statistics involved1Pearson Product Moment1correlation coefficient, multiple regression1and independent1t-test. The study hypotheses1were1tested at α = .05. The findings from the analysis revealed that attitudes towards mathematics had weak positive significant relationship with mathematics performance (r(374) = 0.33, p<.05). Further, Mathematics1self-efficacy1had a positive and significant1relationship with1mathematics performance (r(372) = 0.37, p<.05) and mathematics career aspiration had a positive and significant relationship with mathematics performance (r(374) = 0.38, p<.05) respectively. Attitudes towards mathematics was found to be the best predictor of mathematics performance scores, followed by mathematics self-efficacy and lastly mathematics career aspiration, which had a significant and positive predictive value β = 0,46, t(372) = 10.61, p = 0.00 and β = 0.31, t (372) = 5.33, p =0.00, β = 0.25, t(375) =4.28 respectively. It is hoped that the findings of this study would not only add to the existing knowledge in mathematics education and other research fields but also provide insights to policy makers and others stakeholders so as to formulate policies that would improve mathematics performance.Item Attitude towards Information Communications Technology and Interventions among Teacher Trainees in Public Primary Teacher Training Colleges in Machakos County, Kenya(Kenyatta University, 2024-11) Kilonzo, John MusyimiOver the past few years, Information and Communication Technology (ICT) has tremendously transformed the ways of teaching and learning. Recently, the Kenyan educational system has increasingly been financing the use of ICT devices into the educational sector. However, the teaching of the ICT subject in teacher colleges neglects students’ attitudes towards computers. This study sought to explore the attitude towards Information Communication Technology subject and intervention measures applied among primary school teacher trainees to promote a positive attitude towards ICT in public primary teacher training colleges in Machakos County in Kenya. The study was guided by the following objectives: to determine the proportions of teacher trainees’ attitudes towards ICT; to assess the challenges influencing teacher trainees attitudes towards computers; to establish the influence of computer experience on teacher trainees attitudes toward ICT; investigate the influence of specialisation in science or arts on teacher trainees attitudes towards ICT, establish gender differences in trainees’ attitude towards ICT and to find out the intervention measures on teacher trainees attitudes towards ICT in public teacher training colleges in Machakos County. This study was guided by B.F. Skinner’s operant conditioning theory (1954) and the social learning theory of Albert Bandura (1971). The descriptive survey designed was used for the research. The target population of the study was 400 second year teacher trainees. The investigation used Krejcie & Morgan (1970) formula to select the sample size of 49%. Simple random sampling technique was used to choose five out of the ten second year streams of the college for the study. It was hoped that the results were to be generalized to the entire country, Kenya. The study used a self-administered questionnaire to collect data from teacher trainees and the test-retest approach to determine the reliability of the instrument during piloting. The research tool's Cronbach's alpha was 0.76. The expert approval was used to test the validity of the instruments. The Statistical Package for Social Sciences (SPSS 26) was used to code and input the data, then analyse it using descriptive statistics. The data was presented in tables and in figures. The study found that the majority (93.3%) of the teacher trainees had a positive attitude towards ICT. The majority (74%) of the respondents cited the subject not being examined by the Kenya National Examinations Council as their greatest challenge to learning ICT in teacher training colleges. Results also showed trainees' positive attitudes toward computers were influenced by their duration of computer experience, although gender and their concentration in the sciences or the arts had little bearing on this. For the majority of trainees (88.8%), the primary intervention strategy utilized to foster positive attitudes toward ICT in the college consisted of ICT teachers persistently persuading trainees of the utility of ICT for them. In conclusion, the most significant challenge for the respondents, 74% was discouragement of learning of ICT in teacher Training colleges due to lack of a national examination for the subject. Therefore, this study recommends that, there should be a national examination for the ICT subject to encourage all trainees to learn ICT more seriously than before.Item Grade Retention, Academic Self-Concept, and Parental Involvement as Correlates of School Disengagement among Grade Five Pupils in Bong County, Liberia(Kenyatta University, 2024-04) Jolokleh, Isaac GbadehDespite its far-reaching societal implications, school disengagement remains a contentious and hotly debated educational topic in Liberia. There has been little research on the psychological aspects that may influence pupils' academic achievement, and these psychological variables have mostly been blamed on school disengagement.Therefore, this study was intended to ascertain the correlation between grade retention, pupils' academic self-concept and involvement of parents and pupils' disengagement from primary school in Bong County, Liberia.The theoretical framework for the study was grounded in Erik Erikson's Psychosocial Theory of Development, Carl Rogers' Self-concept Theory, and the Parental Involvement Theory of Hoover-Dempsey and Sandler. This study employed a correlational research design, and targeted 636 grade fivepupils and 636 parents. Five public primary schools were selected through proportionate sampling, and the sample was drawn using a simple random sampling method to select 246 grade five pupils and 242 parents who participated in the study. Liu and Wang's academic self-concept and parental involvement instruments were utilized for the collecting of data. The researcher collected data with the use of questionnaires with 35 items for the pupils and 17 items for parents using standard scales. A pilot study was conducted to validate and ensure the reliability of research instruments.In order to analyse and characterize the data, descriptive and inferential statistical techniques were utilized in the Statistical Package for Social Sciences (SPSS) version 25.Results were displayed with the use of frequency tables. The results indicated a relationship between grade retention and child's school disengagement (r = .63, p = .01); results also revealed a correlation (r = .74, p = .01) between pupil’s academic self-concept and school disengagement, and results showed parental involvement and pupil’s school disengagement was a positive but non-significant correlation (r (488) = .27, p > .05). The study key recommendation was that teachers should use alternative teaching methods, such as tailored remedial programmes. Retention should only be used as a final resort when previous efforts have failed. Additionally, it was suggested that administrators at schools should encourage parents to closely monitor and participate in the education of their children. The study was significant to educators and school administrators because they couldutilize the findings to encourage parents to be involved in their children's education. Policymakers could also use the results to develop strategies that support initiatives which boost academic achievement and help learners develop a good academic self-concept.Item Achievement Goal Orientation and Metacognition as Correlates of Academic Achievement among Form Two Students in Nairobi City County, Kenya(Kenyatta University, 2024-11) Mwangi,Elizabeth WanjaAcademic achievement is regarded as one of the important predictors of success worldwide. Nonetheless, poor academic achievement is rife in secondary schools in Nairobi City County. This has been attributed to many factors including academic stress, poor economic growth, and high crime rates. Studies worldwide have identified achievement goal orientation and metacognition as significant in predicting students' academic achievement. Noteworthy, there has been a relative dearth of studies on this area in Nairobi City County. Thus, the current study sought to determine the relationship between achievement goal orientation, metacognition, and the academic achievement of students in public secondary schools in Nairobi City County, Kenya. The study’s main objectives were: to find out the relationship between achievement goal orientation and academic achievement, to determine the relationship between metacognition and academic achievement, to establish whether there were gender differences in students’ achievement goal orientation and metacognition and finally to find out the relative predictive weight of achievement goal orientation and metacognition on academic achievement. The theoretical foundation of this study were achievement goal orientation theory (Nicholas,1984) and cognitive monitoring model (Flavell,1976). The study employed a correlational research design. A total of 363 form two students participated in the study. Nairobi City County was purposively selected as the area of the study due to its deteriorating poor academic achievement. Purposive sampling, stratified random sampling, simple random technique, and stratified proportionate sampling was used. Achievement Goal Questionnaire (R-AGQ) (Elliot et al.,2008) and Metacognitive Awareness Inventory (R-MAI) (Schraw et al., 1994) were used to collect data. Pro forma summary table was prepared to determine total scores in the seven subjects. Pilot study involved 60 form two pupils (30 boys and 30 girls) selected randomly from one of the secondary schools in Westland's Sub County and the school selected during pilot study was not considered in the main study. Pearson product moment correlation was used to determine relationship between predictors and the outcome variables. T-test for independent samples was used to examine gender differences in achievement goal orientation and metacognition, while Multiple regression was used to determine the variable that had higher prediction on academic achievement. Results of the study showed a significant relationship between achievement goal orientation and academic achievement r (363) =.03, p <.05. Approach and avoidance orientation subscales had a positive relationship with academic achievement. There was a significant relationship between metacognition and academic achievement r (363) =.13, p <.05. Metacognitive regulation had higher prediction with academic achievement. There were significant gender differences in achievement goal orientation and metacognition (t=3.28, df=2, p<.05). High levels of achievement goal orientation and metacognition were observed among boys than girls. The prediction equation of achievement goal orientation and metacognition was ŷ=6.35 + .06 AGO +.08 M. Metacognition had a prediction of (B= .08) and achievement goal orientation had a prediction of (B=.06). In conclusion, although achievement goal orientation and metacognition predicted academic achievement, metacognition predicted academic achievement more than achievement goal orientation. The results of this study are important and form a basis upon which curriculum developers can modify teacher training curriculum to help learners in thinking aloud and reflect on their learning as well as focusing more on content mastery for better academic achievement of students.Item School Climate and Selected Psychological Constructs as Correlates of School Satisfaction among Form Two Students in North-East Region, Botswana(Kenyatta University, 2024-11) Dokobe, GaleiponeThere is paucity of studies done on school climate, selected psychological constructs (academic resilience and academic self-concept) in relation to1school satisfaction in1the North East1Region, Botswana. Yet, the available studies globally reveal1inconsistent findings1on school1satisfaction over the years. This research sought to examine the correlation between school climate, selected psychological constructs1and school1satisfaction. The study was anchored on the Self -Determination1Theory and Flach`s1Theory of1Resilience. It was conducted in1the North1East Region, 1Botswana. All the 3514 Form 2 learners in118 public1 junior secondary1schools (JSS) were targeted. The research sample1included 9 junior1secondary schools1and 450 students. The1research methodology1was quantitative. A correlational research design was used. To select the study’s sample purposive sampling was1used first to obtain 1the North1East Region1and then the form two category. Further, proportionate1stratified sampling1technique was used 1to select samples of respondents from day1and boarding1schools. Moreover, the participating schools, classes and respondents were chosen through simple random sampling. Information was gathered through a1questionnaire for students1which comprised 35 items on1the Teacher Support1Scale, Peer Connectedness1Scale, Academic Resilience1Scale (ARS-6), Academic1Self-Concept Questionnaire and1 the School1 Satisfaction Scale. A sample comprising 46 learners from a single school took part in the pilot study to ensure accuracy and consistency of the1tools. Content1validity was1ascertained through1peer and expert1review while1internal consistency technique1was used1to assess the1reliability of the tools. Both descriptive and inferential statistics were analysed using SPSS version 25. The findings indicated that all relationships between school satisfaction and teacher support (r (444) = .30, p < 0.01); peer connectedness (r (444) = .35, p < .01); academic resilience (r (444) = .20 p < 0.01) and academic self-concept (r (444) = .26, p < .01) were statistically significant. Moderation analyses revealed that gender did1not have1a significant moderating1effect on the relationships between teacher support (β = -0.00, p = .988); peer connectedness (β = -0.18, p = .177) and school satisfaction. Conversely, gender moderated the relationship between academic resilience (β = -0.02, p = .048), academic self-concept (β = -0.18, p = .011) and school satisfaction. The findings have implications for the Ministry of Education, school managers, teachers, school counsellors, parents and other stakeholders to promote a positive school climate, academic resilience and academic self-concept through instituting effective students` support systems, peer mentoring programs, collaborative learning and teaching styles so as to bolster school satisfaction.