Academic self-concept, motivation and resilience as predictors of mathematics achievement among secondary school students in nairobi county, Kenya
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Date
2018-03
Authors
Gachigi, Priscilla Njoki
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
ABSTRACT
Mathematics is considered a key foundation for scientific knowledge required for the
development of any nation. Poor mathematics achievement has been reported
nationally. The purpose of this study was to establish whether academic self-concept,
academic motivation and academic resilience singly and jointly predict mathematics
achievement of secondary school students in Nairobi County, Kenya. The objectives
of the study included establishing the extent to which: academic self-concept predicts
mathematics achievement, academic motivation predicts mathematics achievement,
academic resilience predicts mathematics achievement and determining the relative
predictive values of academic self-concept, academic motivation and academic
resilience on mathematics achievement, test for gender differences in academic selfconcept,
academic motivation, and academic resilience and to establish differences in
academic self-concept, academic motivation, academic resilience and mathematics
achievement among students in different categories of schools. The study was based
on the theories of self-determination and resilience by Deci and Ryan, and Flach
respectively. Predictive correlational research design was used in this study. The
study comprised a population of 9641 form three students in public secondary
schools in Nairobi County, Kenya. A sample of 500 respondents was drawn from the
population, using purposive, stratified and simple random sampling. A questionnaire
was used to measure the respondents’ academic self-concept, academic motivation
and academic resilience. The participants’ mathematics achievement score used was
the average score in form two second and third terms and form three first term
(2016). A pilot study was conducted among 40 form three students from one coeducational
day public secondary school in Nairobi County to establish the validity
and reliability of the questionnaire. Descriptive and inferential statistics including
simple and multiple linear regressions, ANOVA and t-test for independent samples
and Tukey’s HSD were used for data analysis. The hypotheses were tested at α=.05.
The results showed that: academic self-concept positively and significantly predicted
mathematics achievement (F (2,460) = 2.98, P<.05); academic motivation and
mathematics achievement were significantly related in some domains (F (4, 458) =
8.01, P<.01) and academic resilience positively and significantly predicted
mathematics achievement (F (1, 461) = 41.49, P<.01). Further, the three variables
working together positively and significantly predicted mathematics achievement (F
(3,459) = 13.88, P<01); there were no significant gender differences in the three
predictor variables and mathematics achievement and the type of school significantly
influenced academic resilience and mathematics achievement( F (2, 460) = 6.71,
P<.01 and F (2,460) =71.91, P<.01) respectively while it had no significant influence
on academic motivation and academic self-concept (F (2,460) =.16, P<.85 and F(2,
460) = .19, P<.83) respectively. It is recommended that parents and other educational
stakeholders work together to enhance the students’ academic resilience since the
findings indicated that it was the best predictor of mathematics achievement. A
similar study should be carried in other counties in Kenya for the purpose of
generalization of findings.
Description
A research thesis submitted in partial fulfilment of the requirements for the award of the degree of doctor of philosophy (educational psychology) in the school of education of Kenyatta University
March, 2018