Motivational, Affective and Self Regulatory Processes as Predictors of Academic Achievement Among Secondary School Students in Bomet County, Kenya
Soi, Gilbert Kipngetich
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Poor performance in national examinations in secondary schools is still a major challenge. The cause of poor academic performance has been attributed to environmental and instructional practices with less focus on motivational, affective and self regulatory processes which contributes to students’ academic achievement. This study sought to find out how motivational, affective and self regulatory processes affect academic achievement of secondary schools students. The purpose of the present study was to investigate motivational, affective and self-regulatory processes as predictors of academic achievement among secondary school students. This study was guided by the self efficacy and attribution theories. In this study, an ex-post facto (causal comparative) research design was used. The study was carried out in nine secondary schools in Bomet County, Kenya. The population was 2346 students in the 75 schools. The sample for the study consisted of 243(126 females and 117 males) pupils drawn from the nine schools selected through stratified and random sampling techniques. The data on demographic characteristic, motivational, affective, self-regulatory processes and academic achievement was collected through adapted self report questionnaires and by accessing their pre mock and mock results of 2016 academic year from the county Education Office (CEO). Documentary surveys, interviews, observations and check lists were also used for data collection. Pilot study was carried out with a sample of 30 form three students from a mixed secondary school in Bomet County. This was done to better the reliability and validity of the research instruments. Both descriptive and inferential statistical procedures were used to analyze data from the sampled schools. Data was analyzed and tabulated using descriptive statistics generated from Statistical Package for Social Sciences. T-test was used to assess sex differences in the motivational, affective, self-regulatory processes and academic achievement of students. The Pearson correlation coefficient was used to assess the relationship between motivational, affective, self regulatory processes and academic performance. Multiple regression analysis was used to establish the predictive weights of the three variables on academic achievement. The study found significant relationships among motivational, affective, self-regulatory processes and academic achievement of students. T-test findings also indicated that there were significant gender differences in students’ motivational, affective, self-regulatory processes and academic achievement of students. The study is significant in that it may help improve students’ teaching learning strategies. In conclusion, the study found significant predictive model of academic achievement from motivational, affective and self-regulatory processes. The study came up with several policy recommendations and suggestions for further research. The study recommended that Parents should ensure that home provides children adequate emotional support and encouragement for their learning and that the government should motivate teachers through steady setting up of seminars, workshops and symposia in order to enhance academic achievement. Implications of the research are reviewed.