Academic Resilience and Self-Efficacy as Predictors of Academic Achievement among Form Three Students in Trans-Nzoia County, Kenya

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dc.contributor.advisorAnthony Muriithi Irerien_US
dc.contributor.authorAngeline, Kelly
dc.date.accessioned2023-08-14T11:48:48Z
dc.date.available2023-08-14T11:48:48Z
dc.date.issued2023
dc.descriptionA Research Project Submitted in Partial Fulfilment of the Requirements for the Award of Degree of Master of Education (Educational Psychology) of Kenyatta University, April 2023.en_US
dc.description.abstractFor the past five years, 2015 to 2019 Trans-Nzoia County has shown a low academic achievement in Kenya Certificate of Secondary Education (KCSE) among students. Little has been done in this area to establish how academic achievement relates with academic resilience and academic self-efficacy among form three learners. The aim was to explore how academic resilience and self-efficacy related with academic achievement. The study objectives were: To examine whether there is a relationship between academic resilience and academic achievement, to examine how academic self-efficacy correlates to students’ academic achievement, to establish differences in gender in students’ academic resilience and academic self-efficacy and to determine how academic achievement is predicted from academic resilience and academic self-efficacy. Flach’s theory of resilience and social cognitive theory by Bandura were applied in this study. Correlational research design was used and the study targeted 1500, form three learners in Kiminini Sub-County in the year 2021. Kiminini Sub County, public secondary schools and form three students were purposively sampled. The number of participants per school was proportionately determined and 306 participants were randomly picked. Data was collected using academic resilience and academic self-efficacy scales. Students’ academic achievement was obtained from students’ progressive records. To ascertain whether research tools used were reliable and valid, piloting was done. SPSS (Version 21) aided analysis of data. The hypotheses were tested by both descriptive and inferential statistic. Pearson correlation and multiple regression analysis were employed to test research hypothesis. Findings indicated a strong relationship between academic resilience and academic achievement, r (279) = .65, p < .05. Academic self-efficacy significantly and moderately correlated positively with academic achievement, r (281) = .46, p < .05. Gender differences were statistically significant in academic resilience, t (279) = - 4.11, p < .05. Significant gender differences also existed in academic self-efficacy, t (279) = -4.74, p < .05. R squared value was 0.54 showing that 54% of the variance in academic achievement could be attributed to academic resilience and self-efficacy. This study recommends that teachers should utilize the findings to come up with suitable instructional methods and guidance programs to help students enhance their self-efficacy and resilience skills for better learning outcome.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/26831
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectAcademic Resilienceen_US
dc.subjectAcademic Achievementen_US
dc.subjectForm Three Studentsen_US
dc.subjectTrans-Nzoia Countyen_US
dc.subjectKenyaen_US
dc.titleAcademic Resilience and Self-Efficacy as Predictors of Academic Achievement among Form Three Students in Trans-Nzoia County, Kenyaen_US
dc.typeThesisen_US
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