Predictors of Academic Burnout and its Relationship to Academic Achievement among Form Four Secondary School Students in Homa-Bay County, Kenya
Oyoo, Syprine Aoko
MetadataShow full item record
Poor academic achievement by students in any educational endeavor is a matter of concern. Statistics obtained from the KCSE examination results in 2016 revealed that more than half of the candidates (51.7%) in the country scored grade D and below. This was high compared to the number of candidates who scored grade D and below in 2015 (25.6%) and 2014 (26.9%). This trend is likely to affect the nation in terms of its inability to employ people with adequate knowledge and skills needed to push its development agenda. Although many studies have identified situational and psychological factors that are associated with low academic achievement, there is paucity of local studies on the predictors of academic burnout and its relationship to academic achievement. This study therefore sought to find out the extent to which academic resilience, academic motivation and psychosocial support predict academic burnout. The study further sought to find out the relationship between academic burnout and academic achievement among secondary school students in Kenya. The study was guided by conservation of resource theory by Hobfoll which explains academic resilience, academic motivation and social support as available resources students may use to cope with challenging situations in their learning environment. The study adopted a correlational research design. The target population was all the year 2017 form four students in public secondary schools in Homa-Bay County. Purposive, stratified and simple random sampling techniques were used in the selection of the schools and the participants. The sample involve 714 Form four students drawn from 31 public secondary schools. Data were collected using questionnaires comprising items adapted from Resilience Scale (RS14), Academic Motivation Scale (AMS), Children and Adolescence Social Support Scale (CASSS) and Maslach Burnout Inventory-Student Survey (MBI-SS). To enhance reliability and validity of the instruments, a pilot study was carried out on 38 form four students from a co-educational day school, which was not included in the main study. The collected data were analyzed using both descriptive and inferential statistics. The techniques used in data analysis included Pearson product moment correlation coefficient, multiple regression analysis and path analysis. The hypotheses were tested at p < .05 level of significance. The results revealed that academic resilience, academic motivation and perceived social support were significant predictors of academic burnout. A significant negative correlation was also found between academic burnout and academic achievement. The path model established interrelationships among the study variables as well direct and indirect pathways of the study variables on academic achievement. Academic burnout was found to mediate the effects of academic resilience, academic motivation and perceived social support on academic achievement. It was concluded that students’ academic resilience, and academic motivation is affected by a network of interactions with the teachers, close friends and classmates. The study, therefore, recommended that schools should provide a conducive environment where students can get social support from their teachers, peers and close friends. It is through this free interaction that academic resilience and academic motivation can be nurtured. This may in turn reduce students’ level of academic burnout allowing them to fully participate in their learning.