Perceived Instrumentality and Study Time Management as Predictors of Academic Achievement among Form Two Students in Mombasa County, Kenya
| dc.contributor.author | Yaki, Rehema Nthenya | |
| dc.date.accessioned | 2026-03-12T07:14:37Z | |
| dc.date.available | 2026-03-12T07:14:37Z | |
| dc.date.issued | 2025-11 | |
| dc.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 and Lifelong Learning of Kenyatta University. November, 2025 Supervisors Edward M. Kigen Samuel M. Mutweleli | |
| dc.description.abstract | The central problem of this study is academic underachievement of secondary school students over the years. Schools in Kenya, especially in Mombasa County are facing a big problem of poor quality grades which may be attributed to students’ failure to see the importance of current studying and its link to attainment of future aspirations. As a result, students are spending minimal time on school activities and giving up easily when faced with difficulties. The increased emphasis on academics by educators and parents has not resulted in increased effort in studying among students in Mombasa County. Poor quality grades have been consistently realized due to students’ inability to identify with academics and failure to connect current school performance to future outcomes. Therefore, the study sought to find out the extent to which perceived instrumentality and study time management predicts academic achievement of secondary school students. Academic self-esteem and school identification were hypothesised to mediate the relationship. Finally, gender differences in study time, perceived instrumentality, and academic self-esteem, identification with academics and academic achievement of students were also studied. The Future-Oriented Motivation and Self-regulation Theory was used to explain the study. This study used an ex post facto design. Purposive, stratified and simple random sampling were employed. Nine schools were purposively selected from a population of 49 public secondary schools from which a total of 542 students were selected in Mombasa County. Document analysis, self-report questionnaires and in-depth interviews were used. The questionnaire comprised the following scales: Approaches to Learning Survey and the Assessment of Time Management Skills Questionnaire to measure students’ perceived instrumentality and study time management respectively; State Self-esteem Scale to measure students’ academic self-esteem; and Identification with Academics Scale to measure the degree to which students identify with academics. Students’ academic achievement was measured using examination records obtained from school. Semi structured interviews with nine class teachers were conducted to enrich quantitative data. A pilot study was conducted among 30 form two students selected from a mixed day school in Mombasa County. Data were analysed using both qualitative and quantitative approaches. Instrumentality and time management significantly and positively predicted achievement. School identification was a strong mediator of the relationship between instrumentality and time management and achievement. Academic self-esteem mediated the relationship between grit and achievement. Learners value school time and were aware of the need to efficiently manage time but were poor in planning. Students also need support from significant others. Findings help to inform policy makers, teachers, parents and students on the importance of valuing academics as well as time management as a skill necessary for optimal academic achievement. | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/32717 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Perceived Instrumentality and Study Time Management as Predictors of Academic Achievement among Form Two Students in Mombasa County, Kenya | |
| dc.type | Thesis |