A Regression Analysis of Mathematics Achievement on Achievement Motivation Factors. A Case Study of Secondary School Students in Busia County, Kenya

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dc.contributor.authorOkaka, Brian Mukani
dc.contributor.authorMutua, Josephine
dc.contributor.authorDinga, Jotham
dc.date.accessioned2024-04-11T13:40:21Z
dc.date.available2024-04-11T13:40:21Z
dc.date.issued2024-02
dc.descriptionArticleen_US
dc.description.abstractA majority of KCSE candidates in Samia Sub-County have been performing below average in mathematics. Studies have been conducted to address this problem but significant progress has not been achieved. To address this problem, this study sought to examine achievement motivation as a predictor of mathematics achievement in order to come up with a model that can be used to predict mathematics achievement. The study was anchored on achievement theory of motivation by McClelland (1985). 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 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 scale. 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. Achievement motivation was also found to be a significant predictor of mathematics achievement. The study recommends that teachers and curriculum developers should include and improve ways of enhancing achievement motivation 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.en_US
dc.identifier.citationOkaka, B. M., Mutua, J., & Dinga, J. (2024). A Regression Analysis of Mathematics Achievement on Achievement Motivation Factors. A Case Study of Secondary School Students in Busia County, Kenya. International Journal of Research and Innovation in Social Science, 8(3), 300-311.en_US
dc.identifier.urihttps://dx.doi.org/10.47772/IJRISS.2024.803021
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27809
dc.language.isoenen_US
dc.publisherIJRISSen_US
dc.subjectAchievement Motivationen_US
dc.subjectMathematics Achievementen_US
dc.subjectSecondary School Studentsen_US
dc.titleA Regression Analysis of Mathematics Achievement on Achievement Motivation Factors. A Case Study of Secondary School Students in Busia County, Kenyaen_US
dc.typeArticleen_US
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