RP-Department of Educational Psychology

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Study Time Management as a Predictor of Academic Achievement of Secondary School Students in Mombasa County, Kenya Rehema
(Open Access Library Journal, 2025-12) Yaki, Nthenya; Kigen, Edward; Mutweleli, Samuel Mutua
The central problem of this study is academic underachievement of second ary school students over the years. Schools in Kenya, especially in Mombasa County are facing a big problem of poor quality grades which may be at tributed to students’ spending minimal time on school activities and giving up easily when faced with difficulties. Poor quality grades have been consist ently realized due to students’ inability to identify with academics and failure to connect current school performance to future outcomes. Therefore, the study sought to find out the extent to which study time management predicts academic achievement of secondary school students. The Future-Oriented Motivation and Self-Regulation Theory was used to explain the study. This study used an ex post facto design. Purposive, stratified and simple random sampling were employed. Nine schools were purposively selected from a pop ulation of 49 public secondary schools from which a total of 542 students were selected in Mombasa County. Document analysis and self-report ques tionnaires were used. The questionnaire comprised the following scales: As sessment of Time Management Scale was used to measure study time man agement; identification with academics was measured using the identifica tion with academics Scale and Students’ academic achievement was measured using examination records obtained from school. Data was analysed using quantitative approach. Study time management significantly and positively predicted achievement. Findings help to inform policy makers, teachers, par ents, and students on the importance of valuing academics for optimal aca demic achievement
Moderating Influence of Teacher Efficacy on Individual and Organizational Determinants of Job Satisfaction among Primary School Teachers in Coast Province, Kenya
(Global Institute of Research and Education, 2014-08) Otanga, Habil; Yaki, Rehema
This study explored the extent to which demographic, policy, student and community-related factors influence teachers' job satisfaction and the extent to which teacher efficacy moderates the relationship. The study was conducted among a sample of 123 primary school teachers in Mombasa. A researcher-developed self-report questionnaire was administered. Descriptive statistics in the form of percentages, means and frequencies were used for analysis and presentation. In addition T-test and multiple regression analysis was used to predict relationships between variables. Demographic variables only influenced job satisfaction when interacting with teacher efficacy. Policy, student and community-related factors were strong predictors of teacher job satisfaction. It was recommended that deliberate measures be put in place to improve teacher efficacy, improvements in policies for teachers and positive community involvement in their children's education
Perceived Instrumentality as a Predictor of Academic Achievement of Secondary School Students in Mombasa County, Kenya
(International Journal of Psychology and Behavioral Sciences, 2025-11) Yaki, Rehema Nthenya; Kigen, Edward M.; Mutweleli, Samuel M.
The central problem of this study is academic underachievement of secondary school students over the years. Schools in Kenya, especially in Mombasa County are facing a big problem of poor quality grades which may be attributed to students’ failure to see the importance of current studying and its link to attainment of future aspirations. As a result, students are spending minimal time on school activities and giving up easily when faced with difficulties. The increased emphasis on academics by educators and parents has not resulted in increased effort in studying among students in Mombasa County. Poor quality grades have been consistently realized due to students’ inability to identify with academics and failure to connect current school performance to future outcomes. Therefore, the study sought to find out the extent to which perceived instrumentality predicts academic achievement of secondary school students. Academic self-esteem was hypothesised to mediate the relationship. The Future-Oriented Motivation and Self-regulation Theory was used to explain the study. This study used an ex post facto design. Purposive, stratified and simple random sampling were employed. Nine schools were purposively selected from a population of 49 public secondary schools from which a total of 542 students were selected in Mombasa County. Document analysis, self-report questionnaires was used. The questionnaire comprised the following scales: Approaches to Learning Survey to measure students’ perceived instrumentality; State Self-esteem Scale to measure students’ academic self-esteem. Students’ academic achievement was measured using examination records obtained from school. Data was analysed using quantitative approach. Instrumentality significantly and positively predicted achievement. Academic self-esteem mediated the relationship between grit and achievement. Findings help to inform policy makers, teachers, parents, and students on the importance of valuing academics for optimal academic achievement
Students’ Achievement Motivation as a Correlate of English Language Performance among Form Three Students in Embu County, Kenya
(International Journal of Social Science and Humanities Research, 2025-04) Mugane, Mary Calmen; Wang’eri, Tabitha; Mutweleli, Samuel
English language is an essential subject in the Kenya school syllabus as it is the standard language of instruction in most subjects in the school curriculum. This study was driven by the issue of insignificant performances among students. Its aim was to investigate students' success motivation as correlates of English language performance. The focus was specifically on form three students in Embu County, Kenya. The objective was to find out the relationship between students’ achievement motivation and English language performance. This research was anchored in the achievement motivation theory by McClelland and Atkinson (1958) and a correlational research design was used. The study targeted form three students who were to sit for their KCSE examination in 2021, from a total of 50,675 students in 189 public schools within the county. In the first stage, the study employed simple random and stratified sampling to select 17 schools out of the 189 public secondary schools in Embu County and the study used Sadven’s SP Profile (1975) in data collection. A preliminary pilot study was conducted on 26 students, a sample similar to the study's sample to determine the viability and reliability of the study instruments. The study found that students with high achievement motivation studied regularly and had good language skills, resulting in good performance in English. The findings also showed that male and female students differed significantly in achievement motivation. The main recommendation was that students with high achievement motivation should study regularly and productively, taking every opportunity to perfect their language skills to enhance good performance in English
Relationship between Teacher’s Self Efficacy and English Language Performance among Form Three Students in Embu County, Kenya
(INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2025-08) Mugane, Mary Calmen; Wang’eri, Tabitha; Mutweleli, Samuel Mutua
The English language is a crucial subject in the Kenya school curriculum as it serves as the primary language of instruction for most subjects. This study was prompted by the concern of underwhelming performance among students. Its purpose was to explore the relationship between teachers' self-efficacy in English teaching and English language performance. The research specifically targeted form three students in Embu County, Kenya. The study was guided by the following objectives: to ascertain the link between English teachers' selfefficacy and English performance. This research was built upon Bandura's (1997) self-efficacy theory and a correlational research design was used. The study focused on form three students who were preparing to take their KCSE examination in 2021, among a total of 50,675 students from 189 public schools in the county. In the initial stage, the researcher utilized simple random and stratified sampling methods to choose 17 schools from the 189 public secondary schools in Embu County. Teacher’s Self-efficacy scale created by Ralf Schwarzer (1999), along with oral interviews conducted with school principal were sed to collect data. A preliminary pilot study was carried out with 26 students, a group similar to the study’s participants, to assess the feasibility and reliability of the research instruments
Cognitive Academic Engagement as a Predictor of School Completion Intention of Pupils in Upper Classes in Primary Schools in Tharaka Nithi County, Kenya
(PPD, 2024-08) Muthengi, Deborah Mwikali; Kabira, Judith Kamathi; Ireri, Anthony Muriithi
Primary school education in Kenya struggles with many pupils not finishing school, which is a significant issue for both individuals and society. Academic engagement is a vital but often debated factor for educational success, yet research on this in Kenya is limited. This study explored the connection between cognitive academic engagement and pupils’ intention to complete school in Tharaka Nithi County, Kenya.Guided by social cognitive theory and using correlational design, this study targeted all 12,250 pupils in 63 primary schools in Tharaka North Sub-County. A stratified sample of 295 pupils ingrades six, seven, and eight completed the questionnaires. Research instruments were piloted with 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 correlation between cognitive academic engagement and school completion intention (r (283) = 0.50,p<.01). Regression analysis revealed thatcognitive academic engagement significantly predicted school completion intention (F(1, 283) = 92.25, P= .00), accounting for only 24.60% of variability in this intention.Pupils' academic engagement significantly influences their intention to leave primary school early, suggesting schools should improve this engagement.
Interpersonal Relationships as a Correlate of Teachers’ Job Satisfaction in Public Primary Schools in Nairobi City County, Kenya
(IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 2023-11) Kanyiri, Stella; Kabira, Judith Kamathi
Job dissatisfaction has persistently been reported among teachers in Kenya. In Nairobi City County, a significant number of primary school teachers, over 70% express dissatisfaction with various aspects of their job. This widespred dissatisfaction has remained a threat to students, teachers, and the larger education sector due to its associated negative outcomes. While earlier studies have extensively investigated teachers’ job satisfaction, there is limited attention accorded on factors linked to job satisfaction among teachers in public primary schools in Nairobi City County. Therefore, to address the gap, this study examined the relationship between interpersonal relationships and job satisfaction among this category of teachers. This study used Herzberg’s motivation theory (1994), was correlational and targeted 4,108 teachers from all the 205 public primary schools in Nairobi City County. A sample of 165 teachers was drawn from the accessible population of 290 teachers from all the 27 public primary schools in Westlands. The respondents filled in the Job Content Questionnaire and Brief Overall Job Satisfaction Measure II (BOJSM-II) questionnaires, which were piloted using 30 teachers drawn from one primary school that was 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 interpersonal relationships and teachers’ job satisfaction (r (153) = 0.19, p < .02. The study concluded that good and supportive schoolbased interpersonal relationships are linked to higher job satisfaction among primary school teachers. The study recommends the Ministry of Education (MOE), Teachers Service Commission and School Boards of Management to develop good and supportive intepersonal relationships within schools to bolster job satisfaction of the teachers
Relationship between Needs-Supportive Learning Environment and Academic Self-Sabotaging Behavior among Form Two Studentsin Meru County, Kenya
(ANIMA Indonesian Psychological Journal, 2025-07) Kabira, Judith Kamathi; Mugambi, Doyne Kageni; Wawire, Chrispus Koinange; Ireri, Anthony Muriithi
Academic self-sabotaging behavior is a prevalent problem among Form Two students in Kenya, beinglinked to lower academic achievement, academic anxiety, academic stress, and poor mental health. Existing research has consistently linked basic psychological needs (BPN) satisfaction to less academicself-sabotaging behavior. Despite this, there is a relative dearth of studies exploring this area in the Kenyancontext. Therefore, the current study examined how basic psychological needs-supportive learning environment relate to academic self-sabotaging behavior, with self-determination theory (SDT) as thetheoretical basis, and a convergent parallel mixed-methods research design. The quantitative study samplecomprised 400 students (215 boys; 185 girls) drawn using proportionate stratified and simple randomsampling. The qualitative study sample included 20 students drawn using purposive criterion sampling.Data for quantitative study was collected using Basic Psychological Needs Satisfaction and FrustrationScale (BPNSFS; Chen et al., 2015) and Academic Self-Handicapping Scale (Midgley & Urdan, 2001).Qualitative data collection tools was a semi-structured interview schedule. Study results revealed a weak,negative and statistically significant correlation between needs-supportive learning environment andacademic self-sabotaging behavior (r(396)= -.14; p< .01). Qualitative findings complemented theseresults, revealing that a learning environment that supported students’ needs of autonomy, competence,and relatedness promoted high level of adaptive learning behaviors. The study recommends that schoolsshould promote an autonomy-supportive school environment that meets students’ basic psychologicalneeds (BPN) to reduce academic self-sabotaging behavior
Police Intervention Strategies and Management of Land-Related Conflicts in Kilifi County, Kenya
(RSIS International, 2025-08) Kithuka, Ruth Ndinda; Musili, Phelista M.
Land-related conflicts in Kilifi County, Kenya, rooted in historical injustices and socio-economic pressures, frequently escalate into criminal acts, necessitating police intervention. This study examines the impact and efficacy of police intervention strategies in managing these disputes, focusing on their dual role in enforcement and informal mediation. Employing a mixed-methods and a cross-sectional survey design, data were collected from 118 respondents—police officers, local government officials, and community representatives—via questionnaires and interviews. Findings reveal that criminal arrests (41%) and eviction warrants (29%) dominate enforcement strategies, achieving moderate success in de-escalating immediate violence (e.g., 40.5% agreement on warrant execution efficacy). However, challenges such as organized crime (36.2%), resource constraints, and limited legal authority hinder long-term resolution. Mediation emerges as a vital informal strategy, fostering community trust, yet its effectiveness is curtailed by inadequate training and systemic issues. Grounded in Conflict Theory, the study highlights the need to address structural drivers (e.g., land tenure insecurity) alongside enforcement. Recommendations include enhanced police training, resource allocation, and expedited judicial processes to improve outcomes. This research contributes to understanding police adaptability in complex conflict settings, offering insights for policy reform in Kilifi County and similar contexts.
Metacognitive Awareness as a Correlate of Mathematics Achievement among Form Three Students in Makueni County, Kenya
(JAIS, 2024) Ndulu,Vincent Mwendwa; Oyoo, Syprine; Mutweleli, Samuel
The purpose of this study was to examine the relationship between metacognitive awareness, and mathematics achievement among form three students in Makueni County, Kenya. The research argued that mathematics success provides individuals with the necessary skills to be productive innovative and creative. In recent years, there has been a notable concern regarding poor mathematics, performance in Kenya, particularly in Makueni County. Poor mathematics achievement can result in suboptimal economic development by limiting the availability of skilled professionals across diverse industries. This study investigated the relationship between metacognitive awareness and mathematics achievement. This research was guided Brown's Metacognition model. The investigation employed a correlational research design. To choose the research area and target population, purposive sampling was used. To select the schools and research participants, stratified and simple random sampling were employed. Six public secondary schools were used to get a sample of 174 students. To increase the validity and reliability of the research instruments, a pilot study was carried out in one of the schools that did not take part in the main investigation. The research participants' data was gathered using the MAI Questionnaire. The research participants mean age was 17.01 years. A significant positive correlation was found between students' metacognitive awareness and their achievement in mathematics (r (170) =.73, p <0.05). The study concluded that raising students' levels of metacognitive awareness is critical to raising their mathematics achievement. It was therefore advised that educators and parents support students' development of metacognitive awareness. This may lead to improved mathematics achievement.
Relationship between Academic Resilience and Academic Achievement among Secondary School Students in Kiambu County, Kenya
(International Journal of School and Cognitive Psychology, 2015-09) Mwangi, C.N.; Okatcha, F.M.; Kinai, T.K.; Ireri, A.M.
This study sought to establish the relationship between academic resilience and academic achievement among secondary school students in Kiambu County. A descriptive correlational design was adopted. The sample comprised of 390 form three students. Data were collected using a demographic form and the California Healthy Kids Survey-Module B, 2007 version. Academic achievement was inferred from the school performance records. The main data analysis techniques were Pearson’s Product Moment Correlation Coefficient and regression analysis. Findings revealed a positive and significant relationship between academic resilience and academic achievement (r (388)=0.68, p<0.05)., The findings are discussed and implications for practice and further research given
Mediation of Mindsets in the Relationship Between Perceived Parental Psychological Control and Learned Helplessness Among Secondary School Students in Kenya
(RSIS International, 2024-05) Nzioki, Gideon Keli; Ngunu, Susan Njeri
Low motivation and passivity towards learning tasks resulting from perceptions of uncontrollability of outcomes is a persistent problem in schools. Literature has attributed this to the development of learned helplessness. 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 unexplored among the Kenyan secondary school population Kenya. Additionally, findings on dispositional and contextual antecedents of learned helplessness remain equivocal. Against this background, the current study purposed to establish the prediction of learned helplessness from perceived parental psychological control. Further, the study explored the mediation of mindsets in the relationship. Using a cross-sectional research design, the study involved 383form three students in Makueni County, Kenya. The study utilized full structural equation modeling to investigate the relationships among perceived parental psychological control, mindsets, and learned helplessness. Both perceived paternal (β = .19, p< 0.01) and maternal (β = .25, p< 0.01) psychological control significantly predicted learned helplessness. Mindsets partially mediated the relationship between both perceived paternal and maternal psychological control and learned helplessness. These findings highlight the dynamics between parental psychological control, mindsets, and learned helplessness. A key recommendation is that any interventions aimed at reducing learned helplessness among secondary school students may be more effective if they targeted reducing psychological control and adoption of incremental mindsets.
Parenting Practices as Predictors of Problem Behaviours among Form Two Students in Embu County, Kenya
(Kenyatta University, 2024-09) Ngari, Evalusia Mukami; Mawang, Lucy; Ngunu, Susan
Purpose:Problematic behavior in high school is a problem that needs to be addressed. The few studies done havenot yet concluded what is the major predictor of problem behaviours in secondary schools. This study focused on parenting practices as predictors of problem behaviour among form two students in Mbeere South Sub-County, Embu County. The research was anchored on social learning theory. Methodology:A correlational research design was employed in this study. The study population consisted of 18-day schools and 14 boarding schools in Mbeere South Sub County. The target respondents were 8822 form two students. A sample size of 383 students was selected using simple random sampling. A structured questionnaire was used to collect data. Data was analyzed using descriptive statistics and regression analysis. Results:The results showed that there is a negative and significant relationship between parenting practices and problem behaviour. Conclusion:The study concludedthat parenting practices such as parental behavioural control, parental psychological control, parental warmth,and parental acceptance are negative predictors of problem behaviour of students. It was suggested that parents should strive to express parental warmth to their children. Parents should also express acceptance to their children by way of helping them manage stress and problem-solving, helping them with things they are unable to do,and complimenting them. Further, parents areadvised not to express too much control over their children
Peer Relationships as Correlates of Academic Achievement among Form Three Students in Murang’a County, Kenya
(International Journal of Innovative Research and Advanced Studies (IJIRAS), 2024-05) Kinjaga, Lucy Gathigia; Oyoo, Syprine
The trend of academic achievement in Murang’a County has been worrying as it has remained poor for a number of years. The purpose of this study was to examine peer relationships as a correlate of academic achievement among form three students in Mathioya Sub County, Murang’a County. The objective of the study was to: establish the link between peer relationships and academic achievement of form three students. This research adopted the Social Learning Theory by Bandura (1977). A correlational research design was adopted. Purposive sampling was used to select Mathioya Sub-County in Murang’a County. Stratified sampling technique was used to group the schools into three categories i.e. boys boarding, girls boarding and co-educational secondary schools, and finally simple random sampling was used to get the research participants from the sampled schools. The research population comprised of all 2614 form three students in the 32 public secondary schools in Mathioya Sub- County in the year 2023. For data collection, two tools were used namely: a peer relationships scale developed by Terzian, A.M. (2012) to collect data on peer relationships and a proforma summary of students’ academic results to collect data on academic achievement of the students for the end of term one 2023 examination. Thirty four students were selected from one of the schools in the study location to take part in the pilot study. These students, however were not used to participate in the actual study. Statistical Package for Social Sciences (SPSS) version 22 was used to analyse the quantitative data that were collected. Multiple regression and t-test for independent samples were used to analyze the data and the results obtained presented in tables. Finally conclusions and recommendations were made based on the outcome of the analysed data. The study found that peer relationships positively and significantly correlated with the academic achievement of form three students in Murang’a County. An important implication and recommendation of the study was that teachers, parents and all the educational stakeholders work together to encourage positive peer interactions among learners which may go a long way in boosting their levels of motivation and by extension improve their academic achievement
Achievement Goals, Perceived Teacher Support, and Mathematics Achievement: The Mediating Role of Academic Disidentification
(INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS, 2024-11-11) Oyaro, Samwel Makori; Mwaura, Peter A.; Mwangi, Cecilia Nyambura; Ireri, Anthony Muriithi
In a competency-based curriculum (CBC), the development of logical and critical thinking skills in mathematics is essential. As a cornerstone of Science, Technology, Engineering, and Mathematics (STEM), mathematics is pivotal for addressing real-world challenges. However, overall pass rates remain unsatisfactory in Kenyan secondary schools, particularly in Kisii County. This study investigated the mediating role of academic disidentification in the relationship between achievement goals, perceived teacher support, and mathematics achievement. Grounded in the revised 3x2 Achievement Goal Model, Self-Determination Theory, and Expectancy-Value Theory, a correlational design was employed with a random sample of 418 Form Three students from thirty seven schools in Kisii County; Kenya in 2023. Multiple linear regression analysis revealed that academic disidentification partially mediates the relationship among achievement goals, perceived teacher support, and mathematics achievement. School categories differed significantly in avoidance motivation, with co-educational schools exhibiting the highest levels. Based on these findings, the study recommends that mathematics teachers prioritize fostering approach motivation, especially in co-educational schools, to enhance student achievement in mathematics.
Mattering and Satisfaction With Life: Gender and Age Differences Among Kenyan Secondary School Students
(Qeios, 2024-11-11) Kihia, Paul Mbatia; Ireri, Anthony Muriithi; Mwangi,Cecilia Nyambura; Njoroge, James Njuguna
This study examined how mattering related with satisfaction with school life among secondary school students in Kenya (N= 446, M = 17.40, SD = 1.22; 55.8 % Male). Age and gender differences were also explored. Mattering had a moderate correlation with school life satisfaction. Both age and mattering explained 11 % variance in satisfaction with school life. Age and gender did not moderate the prediction of satisfaction with school life by mattering. The relationship was similar for middle and late adolescent students, but prediction was only significant among the middle adolescent group. No significant gender differences were reported among the study variables. The findings suggest that when students feel important and when their age is taken into account, they are more likely to have higher levels of satisfaction with their school experience.
Classroom Climate as a Predictor of Academic Achievement in Biology among Form Three Students in Kiambu County, Kenya
(Research Publish Journals, 2024-10-09) Swanya, Millicent Nyaboke; Ndege, Oluoch James; Koskei, Benjamin
Kenya aims to become an industrialized nation by 2030, and achieving Vision 2030 can be supported by focusing fundamentally on science subjects, including Biology. However, academic achievement in Biology has been below average, raising numerous concerns. This study, therefore, aimed to establish how classroom climate predict achievement in Biology among Form Three students in Juja Sub-County of Kiambu County, Kenya. This research aimed to address the poor Biology achievement of secondary school students in Form Three in the Juja area of Kiambu County. The study adopted the interactive learning theory by Vygotsky (1978). 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, were utilized to select an appropriate sample size of 399 students. The following research tools were employed to gather information: 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 neighbouring Juja Sub 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 version 30 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. Further, classroom climate significantly predicted the achievement of female students than male students. Additionally, academic achievement was greatly influenced by an interactive classroom climate. The research outcomes strongly suggest that parents and teachers should engage in activities that sustain an interactive classroom climate. Further research is recommended to explore ways to sustain interactive, supportive, and respectful classroom climates to ensure higher achievement among students.
Evaluating the Madrasa Preschool Programme in East Africa: A Quasi-Experimental Study
(Routledge, 2008-10-03) Mwauraa ,Peter A.M; Sylvab ,Kathy Sylvab; Malmberg, Lars-Erik
This study investigated the effect of preschool experience (two types of preschool: Madrasa and non-Madrasa) on the cognitive development of children in East Africa. In the three countries studied (Kenya, Uganda, and Tanzania/Zanzibar) preschool education is burgeoning and government standards are being set. This quasi experimental evaluation used four subscales (block building, verbal comprehension, early number concept, picture similarities) adapted from the British Ability Scale II (BAS II; discussed by Elliot, Smith and McCulloch in 1996), and three (verbal meaning, exclusion, closure) from the African Child Intelligence Test (ACIT; discussed by Drenth and colleagues in 1980). The development of 423 children was studied at pre-test (entry to preschool) and at post-test 18 months later. Hierarchical regression showed that children with both types of preschool experience performed better than the home (comparison) group; however, children attending Madrasa Resource Centre preschools achieved significantly higher scores overall.
Transitional Challenges Facing University First Year Students in Kenyan Public Universities: A Case of Kenyatta University
(Interdisciplinary Review of Economics and Management, 2012) Wangeri, Tabitha; Kimani, Elishiba; Mutweleli, Samuel Mutua
The intention of this paper was to investigate on the transitional challenges facing first year students in Kenyan Public universities. The challenges were investigated in terms of autonomy, social adjustment, compatibility among roommates, the feeding habits, and access to support services and adjustment to academic programs. Hurvighust’s developmental tasks theory informed the study. The study was done in Kenyatta University, a public university in Kenya. Six schools were randomly selected from fourteen from which twenty students were randomly selected from different departments to a sample of 120 students. Further, officers from key university offices dealing with student’s services and welfare were selected for interview. The results indicate that majority of students found the transition challenges in all the areas investigated. In relation to autonomy 13.33 % had high autonomy while 86.67% has average autonomy. With regard to social compatibility only 6.6% showed high compatibility and 73.33% average while 20% showed low compatibility respectfully. Data on compatibility with roommates revealed that only 6.6% were compatible, 40% average and 53.33 % low compatibility. On access to support services 20% had high access, 66.70% average while 13.33% showed low access to support services. For the feeding habits only 3.3% indicated good feeding habits while 96.6% reported poor feeding habits. Data regarding adjustment to show that 3.3% reported high adjustment, 93.33% average adjustment and 3.33 reporting low adjustment. The findings further indicated some differentials in the challenges in relation to gender as well rural and urban orientation of the first year students. The study recommends a need for an effective orientation programme for all first year students to prepare them for university entry. In addition welfare and service providing offices-accommodation, career guidance, mentoring, chaplaincy and dean of students are important in providing useful information to help first year students settle faster in the university and make appropriate decisions regarding their academic and social life in the university.
Relationship between Dispositional Optimism and Academic Achievement of Form Two Students in Nyandarua County, Kenya
(Nextgen Research Publication, 2024-09) Kamau, Anne; Kinai, Theresia; Mugambi, Doyne
Persistent poor academic achievement in national examinations among pupils from public primary schools in Nakuru County has been considerably unsatisfactory and detrimental to the learners due to loss of educational and life rewarding opportunities. Educational research within the county with regard to the consistent huge failure rate in the past decade has majorly attributed the huge failure to school-related environmental factors. This is while little attention has been paid to psychological domains of the learners in this county. To address the continuous decline in performance, the study focused on dispositional optimism, an individual difference variable, that is considered to be key in influencing academic achievement of learners. The study was based on dispositional optimism theory. The study adopted convergent parallel mixed research design. The target population was 50750 standard eight pupils enrolled in all the 747 public primary schools in the county while the accessible population was 1364 class eight pupils from 16 public primary schools. The study sample comprised of 400 standard eight pupils selected from 16 public primary schools. Stratified and simple random which are probability sampling procedures and purposive sampling which is a non-probability sampling procedure were used in the selection of the schools and the participants. Questionnaires and interview guide were used to collect data. A pilot study was conducted among 30 class eight pupils to establish the validity and reliability of the research instruments. The study used both descriptive and relevant inferential statistical procedures to analyze the data. The results showed that dispositional optimism and academic achievement had a moderate, positive and significant correlation, r (366) = .31, p < .05. Qualitative results also revealed that high dispositional optimism was associated with high academic achievement and vice versa. The study recommends that teachers should be encouraged to build the capacity of the pupils in the primary schools so that they can be more optimistic in their academic endeavors for better achievement in academics.

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