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dc.contributor.advisorSyprine Oyooen_US
dc.contributor.authorOndieki, Naomi Kemunto
dc.date.accessioned2023-02-06T08:30:30Z
dc.date.available2023-02-06T08:30:30Z
dc.date.issued2022
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/24657
dc.descriptionA Research Project Submitted in Partial Fulfilment for the Requirements of A Degree in Master in Education (Guidance and Counseling) Kenyatta University,November, 2022en_US
dc.description.abstractStudents in Kisumu East Sub-County, Kisumu County have been posting low KCSE mean scores over the last several years albeit having the least number of schools and fewest number of candidates among the Sub-counties of Kisumu County. The consequences of this low academic achievement among the candidates in Kisumu East Sub-County might include missing out on lucrative careers and the lowering of their self-esteem. The purpose of the study was to investigate if a relationship existed between academic self-concept, academic motivation and academic achievement among learners in Kisumu East Sub-County. Objectives were to: establish the relationship between academic self-concept and academic achievement, establish the relationship between academic motivation and academic achievement, and determine the interrelationship between academic self-concept, academic motivation and academic achievement among secondary school students in Kisumu East Sub-County. The study was informed by McClelland’s Achievement Theory of Motivation. Correlational survey design was employed. Simple random sampling, purposive and stratified random sampling were used to select schools and participants. From a target population of 1224 students a sample size of 301 students was obtained. Data was collected using questionnaire adopted from the Academic Motivation Scale and the Academic Self-Concept Scale. Academic achievement was measured using standardized internal exams. A pilot study was conducted on 30 f students selected from three public secondary schools within Kisumu East Sub-County to ascertain validity and reliability of the instruments. Content, construct and face validities of the instruments were ascertained by two experts from educational psychology department. Split half technique was used to establish the reliability of the instruments. Data was analyzed using the Statistical Package for Social Sciences (SPSS) version 20.0. Descriptive statistics included frequency counts, percentages, means, standard deviation and variance whereas inferential statistics involved Pearson Product Moment correlation coefficient, simple and multiple regression analysis and ANOVA. The formulated hypotheses were tested at 5% significance level. The results showed that a positive and significant correlation between academic self-concept of students and their academic achievement, r (289) = .54, p < .05. There was a strong positive correlation between academic motivation of the students and academic achievement, r (289) =.57, p < .05. It was also established that academic self-concept and academic motivation significantly predicted academic achievement, R = 0.68. R2 was .46 which showed that 46% variance in academic achievement can be explained by academic self-concept and academic motivation. The study recommended that the ministry of education should come up with school programs integrated in the course content to promote students’ academic self-efficacy and academic motivation in order to enhance learning and academic achievement in secondary schools.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectRelationship betweenen_US
dc.subjectSelf-Concept, Motivation and Academic Achievementen_US
dc.subjectSecondary School Studentsen_US
dc.subjectKisumu Countyen_US
dc.subjectKenyaen_US
dc.titleRelationship between Academic Self-Concept, Motivation and Academic Achievement among Secondary School Students in Kisumu County, Kenyaen_US
dc.typeThesisen_US


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