Learning Styles and Self Efficacy as Predictors of English Performance among Form Three Students in Kwale County, Kenya
| dc.contributor.author | Wanyonyi, Mercyline Aidah | |
| dc.date.accessioned | 2025-02-14T08:46:54Z | |
| dc.date.available | 2025-02-14T08:46:54Z | |
| dc.date.issued | 2024-10 | |
| dc.description | A Research Project Submitted to the School of Education and Life Long Learning in Partial Fulfilment of the Requirements for Masters Degree of Kenyatta University, October 2024. Supervisor Edward M. Kigen | |
| dc.description.abstract | English performance in Matuga Sub County has been fluctuating over the years. Due to the low levels of English performance, this study sought to establish the preferences of learning styles and self-efficacy in predicting the performance of English. The study objectives were; to examine the relationship between auditory learning styles and the performance of English among students in secondary schools, to examine the relationship between visual styles of learning and students’ English performance in secondary schools, to establish the link between students’ English performance in secondary schools and kinesthetic learning style, to establish the link between self efficacy and the students’ English performance in secondary schools and to come up with a prediction equation for English performance from learning styles and self-efficacy. This research was guided by the Social Cognitive Theory by Bandura and VAK Learning Model by Fleming. A correlational research design was utilized to give insights to the correlation existing between English performance achievement, self-efficacy and perceptual learning styles. This research was done in Matuga Sub County among form three students. A total of 150 form three students from eight secondary schools were randomly chosen to make up the sample. To determine which schools would be included in the study, a stratified sampling technique was utilized. Moreover, to select schools and students within the subgroups simple random sampling was deployed. Questionnaires were administered to students to gather information related to learning styles and self-efficacy. Learner’s performance in English was determined through examination marks. In the analysis of data, Pearson’s correlation and multiple regression techniques were utilized. The findings indicated that there existed a positive and significant correlation between auditory learning styles and the students’ performance in English, r (143) = .23, p < .05. That there was the existence of a positive and significant relationship between the students’ English performance and visual learning styles, r (145) = .46, p < .05. That there was significant and negative correlation between kinesthetic styles of learning and English performance, r (145) = -.454, p < .05. The results further revealed there existed a positive and significant relation between and the students’ English performance and self-efficacy, r (145) = .66, p < .05. Besides, it was determined that there was the existence of a fairly strong positive relation between visual learning style, auditory learning style, kinesthetic learning style, self-efficacy, and the students’ English performance, R = .74. The R square value showed that visual learning style, kinesthetic learning style, auditory learning style and self-efficacy accounted for a total variance of 55% in the students’ English performance. The research recommends that school administrations with the help of class teachers should identify the preferred learning style for each student and come up with ways of helping the students to improve and enhance their self-efficacy for better performance in English. | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/29593 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Learning Styles and Self Efficacy as Predictors of English Performance among Form Three Students in Kwale County, Kenya | |
| dc.type | Thesis |