Relationship among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupils

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dc.contributor.authorMuthee, Jessina
dc.contributor.authorMurungi, Catherine Gakii
dc.date.accessioned2017-12-30T12:01:45Z
dc.date.available2017-12-30T12:01:45Z
dc.date.issued2017
dc.descriptionA chapter in "Encyclopedia of Information Science and Technology, Fourth Edition"en_US
dc.description.abstractThis chapter determines the extent to which primary school academic performance was influenced by the criterion variables. Two hundred pupils male and female of age 12 and 14.5years from both public and private primary schools in Nairobi city participated in the study. Multiple regression and t-test were used for data analysis. The results revealed that three independent variables; intelligence, achievement, motivation and type of school jointly and significantly contributed to the prediction of academic achievement of the urban primary school pupils. (R = 0.693, P < .01). In terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .445, t = 7.503, P< .01) followed by achievement motivation (beta = 0.282, t – 5.042, P< .01) and type of school (Beta = 0.208, t = 3.615, P < .01). The results of t – test revealed that students from private schools differ significantly from students of public schools in academic achievement and intelligence but not in terms of achievement motivation.en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18066
dc.language.isoenen_US
dc.publisherIGI Globalen_US
dc.titleRelationship among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupilsen_US
dc.typeBook chapteren_US
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