Achievement goals, perceived teacher support, and academic Disidentification as antecedents of mathematics Achievement among form three students in Kisii County, Kenya
| dc.contributor.author | Oyaro, Samwel Makori | |
| dc.date.accessioned | 2025-08-29T09:06:28Z | |
| dc.date.available | 2025-08-29T09:06:28Z | |
| dc.date.issued | 2025-04 | |
| dc.description | A thesis submitted to the school of education and life long Learning in partial fulfilment of the requirements for the Degree of doctor of philosophy of education of Kenyatta University April 2025 Supervisors: Professor Peter Mwaura Dr. Cecilia Mwangi | |
| dc.description.abstract | In the present fast-paced world, where technology is evolving at an unprecedented rate, the importance of Science, Technology, Engineering and Mathematics (STEM) disciplines cannot be overstated. Mathematics, one of the critical STEM subjects, forms the bedrock of innovation and problem-solving skills predominant in solving real world challenges. Despite the importance, the overall pass rate for many students is below par (C+ plus). The trend remains worrisome in the Kenyan schools and particularly Kisii County; Kenya. It is on this premise that this study examined achievement goals, students’ perceived teacher support, and academic disidentification as antecedents of mathematics achievement. The study embraced the revised achievement goal (3x2), self-determination, and expectancy value theories. A correlational design was adopted. The target population comprised of 32766 form three students and 355 public secondary schools in Kisii County in 2023. Stratified sampling was used to select the 37 schools that took part in this study. Alongside, simple random sampling was used to obtain the 418 participants. To analyze data, Pearson correlation, multiple linear regression and path analyses were used. Results revealed that task approach goals (r(416)=.23, p=.00), self-approach goals (r(416) =.27, p=.00), and other approach goals (r(416)=.28, p=.00) were positive and significantly correlated with mathematics achievement. On the other hand, task avoidance goals (r(416) = -.17, p=.00), self-avoidance goals (r(416) = -.26, p=.00), and other avoidance goals (r(416) = -.24, p=.00) had a negative and significant relationship with mathematics achievement. Perceived teacher support subscales i.e. autonomy support (r (416) =.29, p=.00) and competence support (r(416)=.21, p=.00) were positive and significantly correlated with mathematics achievement while relatedness subscale though positive was not significant (r (416) =.27, p=.08). Academic disidentification was found to partially mediate the relationship between achievement goals, perceived teacher support and mathematics achievement (F(3,415) = 8.36, p=.00; β values decreased from .12 to .09). From path analysis, the indirect effects of academic disidentification significantly mediated the relationship between achievement goals, perceived teacher support and mathematics achievement (β=.28, p=.00). Mathematics achievement was found to be significantly predicted by achievement goals, perceived teacher support and mathematics achievement (F(3,415) = 15.41, p=.00). In addition, across the three school categories, subcounty schools were associated with avoidance motivation since they reported the highest mean across avoidance valence {(task avoidance M=11.56; SD=4.73), self-avoidance (M=8.67; SD=3.89), and other avoidance goals (M=8.61; SD=2.68)} relative to girls’ and boys’ school categories. The differences were statistically significant (F(12, 822) = 4.977, p= .000; Pillai’s V = .135; partial η2 =.068). This study advocates for educational policymakers to implement mentorship programs, tiered instruction, and reflective learning as strategic interventions to counter mathematics disidentification. Additionally, it recommends that mathematics teachers adopt approach motivation teaching methodologies. These recommendations are particularly pertinent for sub-county schools, which predominantly serve students who have adopted avoidance goals and disidentified with mathematics. By targeting these institutions, this approach aims to address the concerning trend of poor mathematics achievement in Kisii County, Kenya. | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/31306 | |
| dc.publisher | Kenyatta University | |
| dc.title | Achievement goals, perceived teacher support, and academic Disidentification as antecedents of mathematics Achievement among form three students in Kisii County, Kenya |