MST-Department of Educational Psychology

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Academic Optimism, School Anxiety, and Fear of Failure as Antecedents of Academic Achievement among Form Three Students in Kitui County, Kenya
(Kenyatta University, 2024-05) Muimi, Dorcas Mutanu
Secondary schools in Kenya have been recording poor grades in national examinations in the last five years (2017-2021). This poor performance is worrying because it limits students from joining higher institutions of learning alongside securing jobs in the competitive market. Research has associated poor academic achievement with contextual and psychological factors. This study intended to examine students' academic optimism, school anxiety, and fear of failure as antecedents of students' academic achievement. The primary objective was to ascertain the existence of a correlation between academic optimism, school anxiety, fear of failure, and academic achievement. The predictive weight of academic achievement was also determined given academic optimism, school anxiety, and fear of failure. Martin Seligman’s theory of optimism, theory Albert Bandura’s social cognitive and Birney and Teevan’s fear of failure theory were used to guide this study. The research used an ex post facto research design, and was conducted in Kitui County, Kenya. This research targeted the entire form three students in government sponsored schools in Kitui County in 2023. The sample consisted of 400 students in form three who were chosen from 10 different schools. The schools and participants were selected through purposive and stratified sampling procedures. Simple random technique was also used. Student’s academic achievement was inferred from their end of term 2, year 2023 examinations scores. Piloting of the study was done using 20 form three students in schools within Kitui County. The study used descriptive and inferential statistical procedures to analyze the data. Specifically, it used Pearson’s Product Moment Correlation Coefficient, Multiple regression and ANOVA. Results from the analysis revealed that student’s academic optimism had a positive significant relationship with academic achievement (r (386) = 0.12, p < 0.05). On the other hand, school anxiety and fear of failure had a significant negative relationship with academic achievement (r (386) = -0.24, p< 0.05); (r (386) = -0.15, p< 0.05) respectively. School anxiety was found to be the best predictor of academic achievement scores followed by academic optimism which had a significant and positive predictive value β = -0.22, t (386) = -3.96, p < .05 and β = 0.13, t (386) = 2.72, p < .05 respectively. Findings on exploratory analysis reported that student’s academic optimism, school anxiety and fear of failure varied by school type. This study may benefit educational policymakers by providing them with insights on developing educational practices that make a school a more pleasant environment for its students
Psychological disengagement and causal attributions as correlates of academic achievement among form three students in Kiambu County, Kenya
(Kenyatta University, 2024-06) Njuguna, Winnie Wamaitha
This study investigated the reasons learners provide for their outcomes and whether psychological disengagement and causal attributions correlate with academic achievement in Lari Sub-County, Kiambu County. The study was motivated by the need to understand the cause of persistent low performance in Kiambu County. Dismal performance has been witnessed in the county over recent years, hence the reason for carrying out the study and investigating the problem. The study's main objective was to determine if psychological disengagement and causal attributions correlate with academic achievement. The study was significant in helping the researcher determine whether psychological disengagement and causal attributions correlate with academic achievement. Gender differences in psychological disengagement and causal attributions were tested. The research was guided by self-worth motivation theory and Weiner's model of achievement attributions. A correlational research design was employed in the study. The study population consisted of ten schools with 3735 (2139 girls and 1596 boys) students, which were selected using a stratified sampling technique. A sample of 360 participants was selected using simple random sampling. The schools were categorized based on their status as either extra-county, county, single, or coeducational. The research instruments included the Intellectual Engagement Inventory scale and Multidimensional Multi-Attributional Causality Scale, piloted using 25 students. Reliability was tested by computing Cronbach's alpha coefficient (α). The statistics tests used include Pearson’s product-moment correlation coefficient, independent t-test, and multiple regression. The hypothesis was tested at α = 0.05. The study found a significant negative correlation between psychological disengagement and academic achievement (r (352) = -.14, p > .05). Further, the dimensions of psychological disengagement were tested individually, and results showed a significant negative correlation (r (352) = -.0.8, p <.01) and (r (352) = -.13, p <.01) between devaluing and academic achievement and discounting and academic achievement respectively. There was a significant positive correlation between causal attributions and academic achievement (r (352) = .93, p <.05). Gender differences in psychological disengagement were found to be statistically significant (t (351) = -2.48, p < .05) while no statistically significant gender differences were found in causal attributions (t (351) = .31, p >.05). Psychological disengagement was found to have a significant predictive weight on academic achievement ỹ = 62.43 -.63 - .12 (R2 = .02) p < .05, thus 2% of the differences in academic achievement could be attributed to students' psychological disengagement. However, causal attributions had no significant predictive weight on academic achievement ỹ = 50.57 -.01 (R2 = .00) p < .05. In conclusion, the significant predictive weight of psychological disengagement on academic achievement implies that measures should be put in place to support learners become more actively engaged in the learning process. Therefore, the study recommended that all stakeholders in education should implement interventions and measures that support learners in adopting healthy behaviours needed to succeed academically.
Academic Resilience and Motivation as Correlates of Academic Engagement among Form Three Students in Meru County, Kenya
(Kenyatta University, 2024-03) Muriuki, Purity Gatwiri
Academic engagement refers to the energy which the student employs within his/her learning community. It emphasizes on the good characteristics of students that are associated with academic performance, retention in school, and completion. Strikes, property damage, absenteeism, and school dropouts in Meru County may be signs of lack of academic engagement. The study’s objectives focussed on establishing the correlation between academic resilience, motivation and academic engagement and determining the degree to which academic motivation and resilience predict academic engagement. It also sought to determine whether there were any differences in gender based on academic resilience and motivation. The study’s theoretical basis was formed by self-determination (Deci & Ryan 1985) and ecological systems (Bronfenbrenner, 1979) theories. It employed a predictive correlational study design. A sample constituting of 341 students (boys = 180 and girls = 161) from the population of form three students attending public schools in Imenti North Sub County, Meru County, was chosen. The sampling techniques employed to select the schools include stratified and purposive. The participants from the sampled schools were selected proportionately and randomly. An adapted questionnaire which composed of academic resilience scale, academic motivation scale and student engagement measure was utilised to collect data. Piloting was carried out to confirm whether the research instruments adapted were valid and reliable. Statistical Package for Social Sciences (SPSS) was used in analysing data. Pearson product moment correlation, t-test for independent samples and multiple regression analysis techniques were applied to test the null hypotheses. Academic resilience, motivation, and engagement had a strong positive relationship. There was no significant gender difference in academic resilience. Both intrinsic and extrinsic motivation varied significantly across genders. The difference in amotivation between respondents based on their gender was not significant. The main recommendation of this study was that educators, parents, guardians and other interested parties should strive to equip the students with the right skills in order to develop their academic resilience and motivation, which have been found to support students’ academic engagement.
Mattering and Perceived Teacher Support as Correlates of School Life Satisfaction among Form Three Students in Murang’a County, Kenya
(Kenyatta University, 2024-05) Kihia, Paul Mbatia
This study focused on whether mattering as well as perceived teacher support were correlates of school life satisfaction among form three students in Murang’a County, Kenya. The students across the country had continued to portray behaviors aligned to dissatisfaction with school life like strikes, rioting and burning of school properties which necessitated a research on school life satisfaction among students. The study had four objectives: to establish the relationship between mattering and school life satisfaction, to identify the relationship between perceived teacher support and school life satisfaction, to find out how mattering as well as perceived teacher support predict school life satisfaction, and to establish relationship between mattering and perceived teacher support on school life satisfaction among form three students in Murang’a County. Grounded on the theory of mattering and marginality as well as Tardy’s model of social support, the study adopted a correlational research design. Despite targeting all form three students in Murang’a County, only 4,383 form three students in Kahuro Sub County were accessible with 452 students selected for the study through simple random sampling technique. A self-report questionnaire was filled by the participants made up of adopted versions of General Mattering Scale, Teacher Support Scale and Students Life Satisfaction Scale. A pilot study involving 45 students from an extra county school determined the reliability and validity of the research tools. The Statistical Package of Social Sciences (Version 21) was used to analyze data and hypotheses tested at α=0.05. Correlational analyses revealed significant positive low correlations for both mattering (r (444) = .28, p < .05) and support perceived from teachers (r (444) = .24, p < .05) with school life satisfaction. The regression model for predicting school life satisfaction from both mattering and perceived teacher support was significant (F (2, 443) = 28.44, p < .05) with mattering making a larger predictive value (β = .24, p < .05) than support from teachers (β = .19, p < .05). The model yielded R2 = .11 implying that both predictors accounted for 11 percent variance in students school life satisfaction. Thus school life satisfaction increased with both mattering and perceived teacher support. The findings key implication is that policy makers and educators need to present students with educational experiences that enhance mattering and perceived teacher support in efforts aimed at enhancing satisfaction with school life.
Behaviour Support Strategies and Learner’s Emotional Intelligence as Correlates of Disruptive Behaviours Among Form Two Students in Nairobi City County Kenya
(Kenyatta University, 2024-04) Mogoi, Everlyn Nyasani
It is estimated that about 20% of secondary school students display challenging behaviours such as disruptiveness, non-compliance or aggression that limit their ability to learn and interfere with productive classroom instruction. Teachers use a variety of ways to manage and reduce these challenging behaviours. The aim of this study, was to investigate the correlation between behaviour support strategies, emotional intelligence and disruptive behaviours among form two students in Dagoretti Sub County. From the literature reviewed, it is clear that disruptive behaviour may be attributed to punitive measures used in managing students’ behaviour. In these studies, it is not clear how specific behavioural management strategies influence disruptive behaviour. Studies on the relationship between self-control, adaptability and disruptive behaviours have mainly been conducted in developed countries leaving a gap in the local context. The study was based on Problem Behaviour Theory by Jessor (1987), and Emotional Intelligence Theory by Mayer and Salovey (1990). To establish the nature of the relationships among the research variables, the study employed correlational research design. This study was carried out in Dagoretti North Sub-County, Nairobi City County. The study targeted 6456 form two students, 64 form two class teachers and 32 guidance and counselling teachers in the year 2023. Purposive sampling was employed in selecting form two classes, their class teachers and guidance and counselling teachers. Students were selected using simple random sampling. The sample consisted of 365 students and 20 teachers who were sampled from 10 schools. The study used mixed-method data collection technique to collect both quantitative and qualitative data. This study primarily utilised structured questionnaires that included behaviour support strategies questionnaire by Webster (2001), which was used to collect data on behaviour support strategies among teachers, the emotional intelligence scale developed by Singh (2004), and the disruptive behaviour questionnaire developed by Karimy et al. (2018), which were used to collect emotional intelligence, and disruptive behaviour among students respectively. The researcher also used self-constructed interview schedule to collect qualitative data from the guidance and counselling teachers. Piloting of the research instruments involved conducting a study in one school using 20 students and two teachers. The results were used to ascertain the validity and reliability of the questionnaires. Descriptive statistics was used to analyse quantitative data by calculating frequencies and percentages that were presented using frequency tables. Pearson Product Moment Correlation coefficient was employed to test hypotheses. Qualitative data were analyzed and presented thematically. The results indicate that there was a negative and significant relationship between rewarding positive behaviour and disruptive behaviour, r (352) = - .29, p < 0.05. The findings of this study may provide an empirical basis for resolving disruptive behaviours among secondary school students. The results may provide useful information to all stakeholders on the factors associated with disruptive behaviours among secondary school students.
Academic motivation and achievement emotions as predictors of self-regulated learning among form three students in Nyeri County, Kenya
(Kenyatta University, 2024-04) Bundi, Rosalyne Karuana
Ineffective use of self-regulated learning strategies by learners in their studies may be a hindrance to the realization of successful learning outcomes. When students fail to utilize self-regulation strategies, the impact may be evident in massive failure in teacher made tests as well as national examinations. More specifically, the failure maybe attributed to limited use of planning, goal setting, rehearsal, seeking assistance and self-evaluation in academic activities. In order to help students utilize these strategies, there is need to investigate the psychological variables which promote or hinder their use in learning. Consequently, the purpose of this study was to determine if academic motivation and achievement emotions predicted self-regulated learning among form three students in Nyeri county. The study aimed at developing a model to predict students’ self-regulated learning from academic motivation and achievement emotions. Further, the study established the relationships of academic motivation and that of achievement emotion and self-regulation as well as gender differences in both academic motivation and achievement emotions. The control value theory, self-determination and social cognitive theory informed the theoretical framework. The reseach design adopted was ex- post facto research design and the study was carried out in Nyeri Central Sub- County, Kenya. All the students in form three in Nyeri Central Sub- County public schools in the year 2022 were the study’s targeted population. A pilot study that helped improve the research instruments was conducted in Kieni West Sub-County. The sampling procedures used to select a sample that comprised of 200 participants from four public secondary school were simple random, stratified and purposive sampling. A questionnaire was developed to collect information on participant’s personal information. The scales used to measure academic motivation, achievement emotions and strategies of self-regulation were Academic Motivation Scale, Achievement Emotions Questionnaire and Motivated Strategies for Learning Questionnaire respectively. Data was analyzed using Pearson’s Product Moment Correlation Coefficient, multiple regression and independent samples t-test. Findings of this study revealed that academic motivation correlated positively and significantly with self-regulation. (r (196) =.77, ρ<.01). The highest positive predictive weight on self-regulated learning from academic motivation was from intrinsic motivation towards accomplishment (β=.56, ρ<.05) followed by intrinsic motivation to know (β=.09, ρ<.05). Both amotivation and extrinsic motivation external regulation domains had significant negative predictive weight on self-regulation. However, a non-significant predictive weight was evident in self-regulated learning and intrinsic motivation to experience stimulation, extrinsic motivation identified and extrinsic motivation. Achievement emotions enjoyment had a strong positive correlation with self-regulated learning (r (196) =.87, ρ<.01). Emotions of anger, anxiety and boredom had a negative correlation with selfregulation. A significant gender difference in students’ academic motivation was identified (t (196) =4.63, ρ<.05). A non- significant gender difference was evident in emotions of enjoyment, anger and boredom. However, a significant gender difference was identified in emotion anxiety in favour of girls. The study’s recommendations included the school administrators should coming up with intervention measures to help students develop emotion of joy as well as increase their intrinsic motivation level. Parents and teachers are also to come up with ways to inculcate and retain high level of intrinsic motivation as well as achievement emotion enjoyment and curb emotions of boredom, anxiety and anger from the experiences of the learner. Further research on predictor variables academic motivation and achievement emotions are also recommended.
Academic Engagement and Grit as Correlates of Academic Burnout among Form Three Students in Nyandarua County, Kenya
(Kenyatta University, 2024-07) Gichomo,David Giita
Academic burnout is a condition that arises from students’ feeling of exhaustion and incompetence in academics. The academic burnout might be due to multiple factors such as school assignments, continuous assessment tests among other examinations. These may lead to academic disinterest and students’ unexplained absenteeism. This study intended to establish the relationship between academic engagement, grit and academic burnout among form three students in Kipipiri Sub-county in Nyandarua County, Kenya. Students experiencing academic burnout may face maladjustment that may seriously affect their academic path. Students in Nyandarua County secondary schools experience academic burnout. The aim of this study therefore, was to determine the relationship between academic engagement and academic burnout and to establish the relationship between academic grit and academic burnout. Further, the study sought to establish the prediction equation for academic burnout from academic engagement and academic grit. Work engagement theory and grit theory were used to guide this study. Correlation research design was employed. Form three students were the target population 1,152 (572 boys and 580 girls) from 8 secondary schools in Kipipiri Sub-county. The sampling methods that were used in the study are purposive sampling, proportionate sampling and simple random sampling. The sample comprised of 349 participants from 8 secondary schools. Research tools used consisted of the Utrecht work engagement scale meant for students, academic grit scale and the academic burnout scale. A pilot study was carried out using 36 students selected randomly in one of the schools within Kipipiri Sub-county. To ascertain validity of the research instrument, the researcher presented them to expert (supervisors) for scrutiny. Cronbach’s alpha coefficient was used to ascertain the reliability of the research instruments. Statistical Package for Social Science (SPSS version 25) was used to compute inferential and descriptive statistic. The study established that there exists a significant negative relationship between academic engagement and academic burnout. r(345) = -.68, p< .05. It was also established that there exists a negative and significant relationship between grit and academic burnout, suggesting that, the higher the academic grit, the lower the academic burn out and vice versa. , r (345) = -.76, p< .05. It was established that both grit and academic engagement had a joint negative and significant predictive value on academic burnout among form three students in Kipipiri Sub County. R obtained was 0.59 which suggests that 59% variance in academic burnout is explained by grit and academic engagement. The study recommends that teachers should come up with guidance programs and other more relevant interventions to help students boost their academic engagement and grit in order to reduce academic burnout.
Learning Approaches and Grit as Predictors of Chemistry Achievement among Form Three Students in Kisii County, Kenya
(Kenyatta University, 2024-01) Nyasimi, Ezra
Kenya aims to be an industrialized country by the year 2030. This can be realized by improving achievement in science related subjects chemistry being one of them. The knowledge and practical skills regarding purification, analysis, preparation and separation of chemical substances obtained from the study of chemistry play a critical role in innovations and technological development. Despite the crucial role, majority of secondary school students in Kisii County continue to register below average grades in this subject. A research focusing on grit and learning approaches may provide new ways of improving chemistry. The study's specific objectives were to: establish the relationship between learning approaches and chemistry achievement; find out the relationship between grit and chemistry achievement; test for gender differences in learning approaches and grit in relation to chemistry achievement; determine the predictive weight of learning approaches and grit on chemistry achievement. Framed around the learning approaches model and grit theory, a correlational research design was used with a target population of 3,320 form three students in 27 public secondary schools in Etago Sub-County in the year 2023. Purposive sampling was used to select Etago sub-county and form three class students taking chemistry. Stratified sampling technique was adopted to select the schools while simple random sampling was used to select students who participated in the study. The study was carried out in six public secondary schools using a sample size of 446 students. A pilot study involving 30 students from one of the schools within the Sub-County was conducted to refine the reliability and validity of the research instruments. Data were collected using questionnaires and chemistry pro forma forms and then analyzed using the Statistical Package for Social Science (SPSS version 25). The results revealed a moderate significant positive correlation between learning approaches and chemistry achievement, r (433) = .58, p< .05. There was a significant positive correlation between grit and chemistry achievement, r (433) = .65, p < .05. The result further indicated that there were no statistically significant gender differences in learning approaches and grit in relation to chemistry achievement. Learning approaches and grit significantly predict chemistry achievement, F (2,433) = 133.96, p < .05. The moderation between learning approaches and gender and grit and gender accounted for 5% variance in chemistry achievement .Change in R square was statistically significant ΔR2 = .05 p < .05. Gender does not significantly moderate the prediction of chemistry achievement from learning approaches and grit. Based on the findings, the study recommends that chemistry teachers should enhance the use of effective teaching aids to boost interest and perseverance (grit) and effective learning approaches during chemistry learning for better achievement in the subject.
Psychosocial Home and School Factors as Correlates of Biology Performance among Form Three Students in Public Schools in Kilifi County, Kenya
(Kenyatta University, 2024) Kabugu, Joaninah Wangeci
Knowledge of Biology is important, not only for understanding our lives, but also for pursuing further studies in in related disciplines like medicine and agriculture. Performance in the subject in Kenyan public secondary schools has been low over the years and this has prompted studies into some of the predicting factors for this biology performance. This research aimed at determining the interrelationship between psychosocial home and school factors and biology performance among form three students in public secondary schools in Kilifi County. The study objectives included finding out: the connection between parental involvement, school factors and biology performance, gender differences in parental involvement and performance in Biology; and the interrelationship between school factors and parental involvement and students’ performance in Biology. Cognitive Theory of Development by Jean Piaget (1936) and the Framework of Parental involvement by Norman Epstein (2002). Descriptive and correlational designs were used where a sample of 322 participants were selected from a population of 1535 students and teachers. Stratified random, simple random, Purposive sampling was used to select Biology teachers, form three class as well as the 10 public secondary schools. Data was collected from students and teachers using the parental involvement tool and a teacher questionnaire. The study incorporated content validity which was established through expert opinion. Instrument reliability was achieved using split half method where a Cronbach’s alpha reliability coefficient of 0.7 was realized. Data from students Biology performance were obtained through document analysis. The Statistical Package for Social Sciences (SPSS) version 26.0 was used. The researcher used both descriptive and inferential statistics including independent samples t-test, Pearson product moment correlation analysis, and multiple regression. Psychosocial home factors and school factors were found to significantly correlate positively with biology performance. There were significant gender differences in biology performance, and parental involvement and school environment were found to significantly affect student performance in biology. Parental support and school environment may need to be continuously enhanced coupled with government interventions. Studies utilizing other designs, contexts and general learner performance may be required for further knowledge in this subject.
Achievement Motivation and Metacognition as Predictors of Mathematics Achievement among Form Three Students in Busia County, Kenya
(Kenyatta University, 2024-06) Okaka,Brian Mukani
A significant number of KCSE candidates in Busia County have been performing below average in mathematics. Studies have been conducted in different counties in Kenya on the factors that may be associated with poor performance in mathematics in national examinations. However, despite the efforts that have been made, this is yet to be satisfactorily addressed. In Busia County, achievement motivation, metacognition as predictors of mathematics achievement have received little attention. This study sought to examine achievement motivation and metacognition as predictors of mathematics achievement in order to come up with a model that can be used to predict mathematics achievement. The specific objectives were; to examine the relationship between achievement motivation and mathematics achievement, to find out the relationship between metacognition in mathematics and mathematics achievement, to examine if there were gender differences between achievement motivation and metacognition on mathematics achievement, and to determine the predictive weight of achievement motivation and metacognition on mathematics achievement among form three students. This study was based on two theories namely; achievement theory of motivation by McClelland (1985) and model of cognitive monitoring by Flavell (1976). Quantitative research methodology was adopted with a correlational research design. The target population for this study was 5395 Form three students in 28 public secondary schools in Samia Sub-County. Purposive sampling, proportionate sampling, and simple random sampling techniques were used to select the participants. A sample size of 361 students was selected from a target population of 5395. Academic motivation scale, metacognition scale, and mathematics achievement score sheet were used to collect data. Pilot study was conducted among 30 students in one public secondary school in Samia Sub-County to establish the validity and reliability of achievement motivation and metacognition scales. The researcher conducted a number of descriptive statistics such as mean, percentage, and standard deviation to describe the study variables. Inferential statistics was used to test the research hypotheses. Results revealed that achievement motivation score had a strong, positive and significant relationship with mathematics achievement, r (346) = .76, p < .05. Metacognition also had a positive and significant relationship with mathematics achievement, r (346) = .52, p < .05. The results on metacognition revealed that the mean differences between male and female students were statistically significant, t (2, 344), p <.05. On achievement motivation score, the results revealed that the mean differences between male and female students were statistically significant, t (2, 344), p < .05. R square value was .70 which indicates that 70% of the variance in mathematics achievement among form three students in Busia County is jointly influenced by achievement motivation and metacognition. The study recommends that teachers and curriculum developers should include and improve ways of enhancing achievement motivation and metacognition like enquiry based learning in their teaching methodologies and in the school curriculum to ensure that it works for the benefit of the students in learning mathematics and better achievement in the subject.
Psychological Capital and Job Satisfaction as Predictors of Teacher Turnover Intention in Public Secondary Schools in Garissa County, Kenya
(Kenyatta University, 2024-05) Barre, Hassan
Teachers’ turnover intention can have a devastating impact on the quality of education. Educational statistics from Education International (2019), show that approximately 45% of teachers want to leave teaching profession in Kenya. The situation is dire in some counties like Garissa County where a high turnover rate of approximately 60% among secondary school teachers has been reported by the TSC. High turnover intention which is a precursor to actual turnover has been reported in Garissa County. For instance, in IJara Sub-County 40-62% of secondary school teachers seek transfers every year. Findings from previous studies show that psychological capital and job satisfaction play a vital role in reducing turnover intention among the teachers. Despite these findings, there is a dearth of studies linking the two predictors to secondary school teachers’ turnover intention in Garissa County. In view of this, the current study examined teacher psychological capital (PsyCap) and job satisfaction as predictors of turnover intention among secondary school teachers in Garissa County. The study was guided by the following objectives: to establish the relationship between psychological capital and teacher turnover intention, to establish the relationship between job satisfaction and teacher turnover intention, to determine the prediction of teacher turnover intention from the teacher psychological capital and job satisfaction, and lastly to establish gender differences on teacher psychological capital, and job satisfaction. The study was anchored on Herzberg motivation theory (Herzberg et al., 1959), and conservation of resources theory (Hobfoll, 1998). A correlational research design was utilized. The study’s target population was 239 teachers in all the 33 public secondary schools in Garissa County. The accessible population was 85 teachers from Ijara Sub-County in Garissa County from which a sample of 80 teachers was drawn to take part in this study. Three sampling methods, namely, purposive, stratified random sampling and simple random sampling was used. The researcher used a sample of 10 teachers drawn from one public secondary school to pretest the questionnaires to ascertain the reliability and validity. Questionnaires were used to collect data. Demographic data was analyzed using descriptive methods. Testing of hypotheses was done through the use of inferential techniques including Pearson Correlation, independent sample t-test and regression. The results showed a significant moderate negative correlation between overall psychological capital and teacher turnover intention (r(77) =-.30, P = .00). All the dimensions of psychological capital were negatively correlated with turnover intention but only the correlations for hope (r (77) =-.35, P = .00) and optimism (r (77) = -.37, P = .00) were significant. Also, a significant strong negative correlation between job satisfaction and teacher turnover intention was found (r (77) =-.75, P = .00). Both dimensions of job satisfaction had significant negative correlations with turnover intention with the positive aspect (r (77) =-.49, P = .00) having a stronger correlation than the negative aspect(r (77) =-.72, P = .00). Regression analysis revealed that the model for predicting teacher turnover intention from both job satisfaction and psychological capital was significant (F (2, 75) = 50.45, p< .05). Unexpectedly, psychological capital contributed positively to prediction of turnover intention (β =.08, t = .93, p = .36). However, the most important finding was that job satisfaction contributed negatively to prediction of turnover intention (β =-79, t = -9.21, p = .00). Lastly, the study found that the means of male and female respondents did not significantly differ from each other in all the three variables. These findings suggested that increasing and developing psychological capital traits especially, hope and optimism among teachers will lead to with a reduction in their intention to leave. Also, increasing teachers’ job satisfaction will lower their turnover intentions. The findings of the present study also suggested that job satisfaction was the most important predictor of turnover intention and that gender opinions did not impact teachers’ level of psychological capital, job satisfaction and turnover intention. Therefore, the study recommends the development of interventions targeted at increasing Psychological Capital and job satisfaction among teachers to reduce turnover intention and consequently actual turnover.
Academic motivation and achievement emotions as predictors of self-regulated learning among Form three students in Nyeri County, Kenya
(Kenyatta University, 2024-04) bundi, Rosalyne karuana
Ineffective use of self-regulated learning strategies by learners in their studies may be a hindrance to the realization of successful learning outcomes. When students fail to utilize self-regulation strategies, the impact may be evident in massive failure in teacher made tests as well as national examinations. More specifically, the failure maybe attributed to limited use of planning, goal setting, rehearsal, seeking assistance and self-evaluation in academic activities. In order to help students utilize these strategies, there is need to investigate the psychological variables which promote or hinder their use in learning. Consequently, the purpose of this study was to determine if academic motivation and achievement emotions predicted self-regulated learning among form three students in Nyeri county. The study aimed at developing a model to predict students’ self-regulated learning from academic motivation and achievement emotions. Further, the study established the relationships of academic motivation and that of achievement emotion and self-regulation as well as gender differences in both academic motivation and achievement emotions. The control value theory, self-determination and social cognitive theory informed the theoretical framework. The reseach design adopted was ex- post facto research design and the study was carried out in Nyeri Central Sub- County, Kenya. All the students in form three in Nyeri Central Sub- County public schools in the year 2022 were the study’s targeted population. A pilot study that helped improve the research instruments was conducted in Kieni West Sub-County. The sampling procedures used to select a sample that comprised of 200 participants from four public secondary school were simple random, stratified and purposive sampling. A questionnaire was developed to collect information on participant’s personal information. The scales used to measure academic motivation, achievement emotions and strategies of self-regulation were Academic Motivation Scale, Achievement Emotions Questionnaire and Motivated Strategies for Learning Questionnaire respectively. Data was analyzed using Pearson’s Product Moment Correlation Coefficient, multiple regression and independent samples t-test. Findings of this study revealed that academic motivation correlated positively and significantly with self-regulation. (r (196) =.77, ρ<.01). The highest positive predictive weight on self-regulated learning from academic motivation was from intrinsic motivation towards accomplishment (β=.56, ρ<.05) followed by intrinsic motivation to know (β=.09, ρ<.05). Both amotivation and extrinsic motivation external regulation domains had significant negative predictive weight on self-regulation. However, a non-significant predictive weight was evident in self-regulated learning and intrinsic motivation to experience stimulation, extrinsic motivation identified and extrinsic motivation. Achievement emotions enjoyment had a strong positive correlation with self-regulated learning (r (196) =.87, ρ<.01). Emotions of anger, anxiety and boredom had a negative correlation with selfregulation. A significant gender difference in students’ academic motivation was identified (t (196) =4.63, ρ<.05). A non- significant gender difference was evident in emotions of enjoyment, anger and boredom. However, a significant gender difference was identified in emotion anxiety in favour of girls. The study’s recommendations included the school administrators should coming up with intervention measures to help students develop emotion of joy as well as increase their intrinsic motivation level. Parents and teachers are also to come up with ways to inculcate and retain high level of intrinsic motivation as well as achievement emotion enjoyment and curb emotions of boredom, anxiety and anger from the experiences of the learner. Further research on predictor variables academic motivation and achievement emotions are also recommended.
Academic Motivation and Self- Efficacy as Predictors of Academic Performance among Form Three Students in Kitui County, Kenya
(Kenyatta University, 2024-01) Kipngetich, Francis Kogei
Poor academic performance in national examinations in Kenya like in most countries has been an issue of concern. Poor academic performance has been attributed to school environmental factors with individual psychological factors receiving little attention yet this may contribute towards poor students’ academic performance. In addition to this, most of the studies that have explored psychological factors have been done in developed countries hence leaving a gap locally. The purpose of the study was therefore to examine if self-efficacy and motivation predicts academic performance and if so, to what extent. Academic performance was the outcome variable while the predictor variables was motivation and self-efficacy. The objectives of the study were to examine the relationship between motivation and academic performance, establish the relationship between self-efficacy and academic performance, to determine the relative predictive weights of motivation and self-efficacy on academic performance and lastly to test for gender differences in academic motivation and self-efficacy. Self-determination theory by Ryan and Deci and Social Learning Theory by Bandura guided the study. Data was collected through use of questionnaires which also gave students biographical information. The researcher employed ex post facto design and involved 193 study participants. Out of 31 public secondary schools in Kitui County, 25% of the schools were sampled for this study. Stratified random sampling procedure was used to select the study sample, 8 schools were selected to participate in the study, and 24 students were randomly selected from each secondary school. A pilot study was carried out on a random sample of 40 students from a public school which was not part of the study sample but of similar characteristics as sampled schools. The academic motivation and academic self-efficacy scales were adapted to measure academic motivation and self-efficacy. Students’ academic performance was measured by use of examination records which was obtained from the schools. Pearson product moment correlation coefficient was used to test relationships between variables while multiple regression analysis tests were used to obtain the relative predictive weights of independent variable on outcome variable and t-test for predictor variables for gender. Data was analyzed by use of descriptive and quantitative statistics. This research may be of importance to the educators as they may understand how these psychological predictors may impact on their students. Secondly, the teachers may be able to gauge their students’ motivation and self-efficacy which may help them in setting realistic targets for performance. Understanding motivation and self-efficacy may enable schools reach operational efficiency as teachers will be in a position to address students according to their study requirements. In view of the findings, it can be inferred that academic motivation, self-efficacy and academic performance are statistically dependent as the p-value in the ANOVA model was .000 which is less than 0.05, the alpha level of significance for academic and self-efficacy and academic performance (R (192) =0.367. The study recommended that all stakeholders in education should work together in creating conducive environments for development of academic motivation and self-efficacy, among students, and appropriate intervention programmes should be developed in schools, particularly targeting girls in order to help reduce the gender differences which were found to exist with regard to students’ academic motivation and self-efficacy learning.
Academic Self-Efficacy and Locus of Control as Correlates of Pupils' Mathematics Performance in Public Primary Schools in Nyandarua County, Kenya
(Kenyatta University, 2023-11) Kamau, Dorcas Njeri; Lucy Mawang
Academic Mindset and Buoyancy as Correlates of Academic Motivation Among Form Three Students in Murang'a County, Kenya
(Kenyatta University, 2023-11) Wanjiru, Kaguanjai Stella; Theresia Kinai
Relationship between Social Emotional Intelligence and Quality of Intimate Relationships among Undergraduate Students in Universities in Nairobi County, Kenya
(Kenyatta University, 2023-11) Ngatia, Veronica Nyawira; Beatrice Kathungu
Developmental theorists indicate that intimate relationships among undergraduate students in universities serve to fulfill a development task. However, in the recent past, intimate relationships among undergraduate students in universities have been experiencing turbulence, with possible increased negative impact such as mental health challenges, killings and even suicide. The phenomenon raises the need to establish the quality of intimate relationship among undergraduate students in universities. Social emotional intelligence on the other hand, has been found to be crucial in facilitating better management of emotions which could impact intimate relationships. The purpose of this study is to determine the relationship between social emotional intelligence (SEI) and quality of intimate relationships (QIR) among undergraduate students in universities in Nairobi County, Kenya. The study was guided by social emotional intelligence theory and need to belong theory. The study adopted a correlation design and targeted undergraduate students in universities in Nairobi County. Multi-stage sampling design was adopted, including, proportionate stratified, random, and purposive sampling to get a sample of 399 students and an additional 20% to cater for online non-response rate. Two main tools were used to collect data: Schutte’s Emotional Intelligence Scale, and Dyadic Adjustment Scale. Additionally, a Social-demographic questionnaire and a semi-structured tool were used to collect data on demographics and strategies to enhance SEI and QIR respectively. Quantitative data was analyzed using descriptive and inferential statistics with the help of SPSS version 27. The Pearson product moment correlation coefficient (r) was used to establish the relationship between SEI and QIR while simple linear regression was used to find out if and the extent to which the predictor variable can predict response variable. Thematic analysis was used for qualitative data. The findings revealed a statistically significant, strong, and positive correlation between social emotional intelligence and quality of intimate relationship (r (399) =0.83, P< .001). The predictor variable (social emotional intelligence) could also predict 69% of changes in the response variable (quality of intimate relationship. Six major themes that are identified as strategies that can be used to enhance social emotional intelligence to improve quality of intimate relationship. Based on the findings, the study suggested that programs that target undergraduate students in universities should consider incorporating social emotional intelligence for wholesome results. Mental health practitioners should consider social emotional- based counseling when dealing with undergraduate students. University management should consider incorporation of social emotional learning in the curriculum. Honest and open conversations should be encouraged about emotions and how to express the emotions and normalizing conversations and expression of emotions.
Academic Self-Efficacy and Locus of Control as Correlates Of Pupils’ Mathematics Performance in Public Primary Schools in Nyandarua County, Kenya
(Kenyatta University, 2023-11) Kamau, Dorcas Njeri; Lucy Mawang
Pupils in Nyandarua County, Kenya, persistently record poor mathematics performance in KCPE examinations. Studies in Nyandarua County have concentrated more on learning environment and teacher related factors, affecting mathematics performance, while limited studies have focused on pupils’ academic self-efficacy and locus of control. Therefore, this study aimed at establishing the relationship between academic self-efficacy and pupils’ mathematics performance in primary schools in Nyandarua County, Kenya. The study also sought to examine the relationship between locus of control and pupils’ mathematics performance. Subsequently, the prediction equation of pupils’ mathematics performance from academic self-efficacy and locus of control was established. Pupils’ age and gender were the intervening variables. Bandura’s socio cognitive learning theory and Rotter’s locus of control theory guided this study. Correlational research design was used. The study targeted all class eight pupils 1,810 (930 boys and 880 girls) in Kipipiri sub- county. Purposive sampling was applied in selecting the sub-county of the study and participating class, simple random sampling was used in selecting participating schools and participants, while stratified sampling was used to categorize participants into category of boys and girls. A total of 320 sampled participants were drawn from 8 public primary schools out of 67. The academic self-efficacy scale and locus of control scale were used to collect quantitative data. Mathematics performances were obtained from pupils’ mid and end of term two 2022 examination scores. A pilot study was carried among 35 participants and instruments were adjusted accordingly to improve reliability and validity. Statistical Package for Social Science (SPSS version 21) was used in data analysis. Data was analysed using both descriptive and inferential statistics including Pearson’s product moment correlation coefficient and multiple regressions. The study hypothesized that pupils’ academic self-efficacy and locus of control may positively influence their mathematics performance. The results revealed a positive and significant relationship between academic self-efficacy and pupils’ mathematics performance, r (312) =.61, p =.00. There was a positive and significant relationship between external locus of control and pupils’ mathematics performance, r (209) = .49, p = .00. The study found a positive and significant relationship between internal locus of control and mathematics performance, r (101) = .646, p = .00. There was a moderate positive interrelationship between locus of control and self-efficacy score as predictor variables and mathematics performance as the outcome variable, R = .63. R square value showed that locus of control and self- efficacy accounted for about 39% of the total variance in mathematics performance. The study recommends that parents, teachers, and other education stakeholders should work together and come up with guidance programs to help the pupils acquire more academic self-efficacy for success and internal locus of control for better performance in mathematics.
Work Environment, Attitude, and Interpersonal Relationships as Predictors of Teachers’ Job Satisfaction in Public Primary Schools in Nairobi City County, Kenya
(Kenyatta University, 2023-11) Kirimi, Stella Kanyiri; David Kariuki
Job dissatisfaction has persistently been reported among teachers in Kenya. In Nairobi City County specifically, over 70% of primary school teachers have generally indicated dissatisfaction with various aspects of their job. This has remained a threat to students, teachers, and the education sector in general due to the associated negative outcomes. To provide the solution, teachers’ job satisfaction has been extensively investigated. However, limited attention has been accorded on factors predicting job satisfaction among teachers in public primary schools in Nairobi City County which is the problem explored this study. The examined work environment, work attitude and interpersonal relationships and their predictive effects on job satisfaction among this category of teachers. This study used Herzberg’s motivation theory (1994) and it was correlational in nature. The study targeted 4108 teachers from all the 205 public primary schools in Nairobi City County. The sample of 165 teachers was drawn from the accessible population of 290 teachers in all the 27 public primary schools in Westlands . The respondents provided primary data by filling in the questionnaires. Piloting of the questionnaires involved 30 teachers drawn from one primary school in Westlands . These teachers were left out during the main study. Analysis involved the reporting of descriptive statistics and hypothesis testing using Statistical Package for Social Sciences (SPSS) version 22. The results established a positive and significant relationship between work environment and teachers’ job satisfaction (r (155) = 0.11, p < .03 whereas teachers’ work attitude had a negative and significant relationship with job satisfaction (r (155) = -.17, p = .04). Interpersonal relationship was also found to be related positively and significantly to teachers’ job satisfaction (r (155) = .19, p > .02). Finally, regression results showed that though work attitude contributed negatively to teachers’ job satisfaction, it was the most significant predictor (t (155) = -2.86, p = .00) followed by interpersonal relationships (t (155) = 2.67 & p = .00). Work environment had the least predictive effects on teachers’ job satisfaction. (t (155) = 1.51, p =.03. The three predictors jointly predicted teachers’ job satisfaction significantly (F (3, 151) = 5.05, p = .00). The study concluded that: First, teachers who reported to have favourable working environment were having high job satisfaction. Secondly, teachers with a positive work attitude at their place of work had low satisfaction with their teaching job. Thirdly, teachers with good and supportive relationships at their place of work are highly satisfied. The study recommends the Ministry of Education (MOE), Teachers Service Commission and School Boards of Management to improve work environment, work attitude and interpersonal relationships within the school set up. This may help to boost teachers’ feeling of satisfaction especially during this period of new curriculum implementation. The results of this study have been generalized to represent Nairobi City County as the target area. The results may also help the school principals in the County to adopt a positive attitude, maintain healthy interpersonal relationships and favourable work environment to increase job satisfaction.
Academic Resilience and Self-Efficacy as Predictors of Academic Achievement among Form Three Students in Trans-Nzoia County, Kenya
(Kenyatta University, 2023) Angeline, Kelly; Anthony Muriithi Ireri
For the past five years, 2015 to 2019 Trans-Nzoia County has shown a low academic achievement in Kenya Certificate of Secondary Education (KCSE) among students. Little has been done in this area to establish how academic achievement relates with academic resilience and academic self-efficacy among form three learners. The aim was to explore how academic resilience and self-efficacy related with academic achievement. The study objectives were: To examine whether there is a relationship between academic resilience and academic achievement, to examine how academic self-efficacy correlates to students’ academic achievement, to establish differences in gender in students’ academic resilience and academic self-efficacy and to determine how academic achievement is predicted from academic resilience and academic self-efficacy. Flach’s theory of resilience and social cognitive theory by Bandura were applied in this study. Correlational research design was used and the study targeted 1500, form three learners in Kiminini Sub-County in the year 2021. Kiminini Sub County, public secondary schools and form three students were purposively sampled. The number of participants per school was proportionately determined and 306 participants were randomly picked. Data was collected using academic resilience and academic self-efficacy scales. Students’ academic achievement was obtained from students’ progressive records. To ascertain whether research tools used were reliable and valid, piloting was done. SPSS (Version 21) aided analysis of data. The hypotheses were tested by both descriptive and inferential statistic. Pearson correlation and multiple regression analysis were employed to test research hypothesis. Findings indicated a strong relationship between academic resilience and academic achievement, r (279) = .65, p < .05. Academic self-efficacy significantly and moderately correlated positively with academic achievement, r (281) = .46, p < .05. Gender differences were statistically significant in academic resilience, t (279) = - 4.11, p < .05. Significant gender differences also existed in academic self-efficacy, t (279) = -4.74, p < .05. R squared value was 0.54 showing that 54% of the variance in academic achievement could be attributed to academic resilience and self-efficacy. This study recommends that teachers should utilize the findings to come up with suitable instructional methods and guidance programs to help students enhance their self-efficacy and resilience skills for better learning outcome.
Elf-Efficacy and Learning Styles as Predictors of Students’ Chemistry Achievement in Public Secondary Schools in Nakuru County, Kenya
(Kenyatta University, 2023) Kebaso, Dennis Omesa; James Oluoch
KCSE results released each year indicates that Chemistry is among the poorly done subjects in national evaluations and this is a big impediment towards realization of vision 2030 and making Kenya an industrialized country. Underachievement in Chemistry amongst secondary schools in Njoro Sub-County has dimmed the hopes of many students in progressing into higher institutions to study science-based courses. Paucity of studies in Njoro Sub-County underscores the rationale of undertaking the study to predict the relationship between learning styles and self-efficacy in Chemistry achievement. The study was based on establishing how self-efficacy and learning styles predicts achievement in Chemistry among Form three secondary school students in Njoro Sub-County, Nakuru County, Kenya. Through the study, the researcher addressed cases of poor Chemistry achievement among public secondary school students in the Sub-County. Study objectives were: To establish the relationship of self-efficacy on Chemistry achievement of form three students, determining the relationship of learning styles on students’ Chemistry achievement, finding out learning styles preferences in Chemistry achievement among form three students and to find out the predictive weight between learning styles, self-efficacy and students’ Chemistry achievement. The research was centered on a theory advanced by Bandura (1989) called Social Cognitive framework and also Visual, Auditory and kinesthetic model advanced by Neil Fleming (1995). All the form 3 learners in Njoro Sub-County were the target population and correlational research design was adopted in the study. Purposive sampling was used to sample Njoro Sub-County. In order to segment the 47 secondary schools in Njoro Sub-County into subgroups, stratified sampling technique was applied. Within subgroups simple random technique was utilized to sample fourteen schools and as well to sample the participants whereby the sample size was determined to be 400 students. The following tools of research were adapted to collect data: Chemistry Students Learning Styles Scale, Chemistry Students Self-efficacy questionnaire and end term examination results in Chemistry which was used as a measure of the students’ Chemistry achievement. SPSS was used in cleaning and analyzing data, descriptive such as graphs, means and percentages were used and inferential statistics such as Pearson correlation coefficient and multiple regression were employed in coming up with the findings. Reliability and validity of research instruments was determined through Pilot study carried in 2 schools in the nearby Molo Sub-County and specifically Cronbach alpha was applied in determining reliability. Results from the study indicates a positive and significant relationship among self-efficacy and Chemistry achievement r (360) =.78, p <.05. Concerning learning styles, results established a positive and significant relationship between auditory, kinesthetic and visual learning preference and Chemistry achievement. For auditory preference the correlation was positive and significant (r(360)=.80, p<.05). For kinesthetic preference a positive and significant relationship was found (r(360)=.76,p<.05). Moreover, a positive and significant relationship was established for visual preference (r(360)=.74, p<.05). Further findings revealed that most respondents opted for visual learning preference (76.9%) as it was linked to higher Chemistry scores (mean score was 56.13). Also, results indicated that self-efficacy, auditory, visual and kinesthetic learning preference significantly affected Chemistry achievement (F(4,355), p = .00. Based on the findings it was recommended that parents and teachers should be concerned with activities that can reinforce students’ skills in self-efficacy and learning styles. Further research was recommended in exploring what should be done to ensure students practice self-efficacy and learning styles.

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