Predictors of academic resilience and its relationship to academic achievement among secondary school students in Kiambu County, Kenya
Loading...
Date
2015-11
Authors
Mwangi, Cecilia Nyambura
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The fundamental aim of this study was to investigate the predictors of academic
resilience and its relationship to academic achievement among secondary school students
in Kiambu County. The study was designed to explore the protective factors, both
external and internal, that could predict resilience among the students in order to survive
academic challenges and in turn lead to high academic achievement. This study
investigated the interplay between external and internal protective factors in predicting
academic resilience among secondary school students in Kiambu County. It further
sought to establish if there is any relationship between academic resilience and academic
achievement. The significance of demographic variables such as age and gender were
also investigated. This is in view of the fact that age and gender have been frequently
confirmed as correlates of resilience, assuming a protective role. Academic resilience was
.examined within the context of the resilience theory, the health realization theory and
Bronfenbrenner's ecological framework which address the multi-level interactions that
make up resilience. The study adopted a descriptive correlational research design. The
accessible population was form three students from the Sub-County secondary schools in
Kiambu County. A sample size of 390 students was determined using the Yamane
formula. Data was collected using a demographic form, school performance records, and
the California Healthy Kids Survey-module B which was used to measure academic
resilience. The reliability of the research instrument was determined using the cronbach
alpha coefficient. The pilot study and peer review helped to ascertain the instrument's
validity. The main data analysis techniques were Pearson's Product Moment Correlation
Coefficient and regression analysis. Findings revealed that all the domains related to
external protective factors were positively and significantly correlated to academic
resilience. The highest relationship was observed between high expectations and external
protective factors (r (388) = .88, p <.01). All the three sub-scales of internal protective
factors were found to be positively correlated to academic resilience. The highest
correlation was found between sense of meaning and purpose and academic resilience (r
(388) = .93, p < .01). In addition, a significant and positive relationship was observed
between the external and internal protective factors as predictors of academic resilience.
Further analysis revealed that the internal protective factors had the highest positive and
significant predictive value on academic resilience (13 = .42, p < .05) as compared to
external protective factors (13 = .29, p < .05). Pearson Moment Correlation Coefficient
depicted a positive and significant relationship between academic resilience and
academic achievement (r (388) = .68, p < .05).The findings also revealed significant
differences in academic resilience given different age categories.' The results indicated
significant gender differences in mean academic resilience scores (t = 1.97, df= 388,p =
.05). The difference was in favour of girls. In view of the positive transactional effects of
the external 'and internal protective factors in predicting academic resilience, this study
recommended that teachers, parents and all' concerned stakeholders should create
protective environments' that empower students to optimize their potential. In order to
increase academic success of students, the study further recommended that they should
adopt an education paradigm that desists from focusing on difficulties and problems to
one that focuses on strengths and success.
Description
A research thesis submitted in partial fulfilment for the award of the degree of doctor of philosophy (Educational Psychology) in the School of Education, Kenyatta University
November, 2015