Academic Motivation and Self- Efficacy as Predictors of Academic Performance among Form Three Students in Kitui County, Kenya
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Date
2024-01
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Kenyatta University
Abstract
Poor academic performance in national examinations in Kenya like in most countries has been an
issue of concern. Poor academic performance has been attributed to school environmental factors
with individual psychological factors receiving little attention yet this may contribute towards
poor students’ academic performance. In addition to this, most of the studies that have explored
psychological factors have been done in developed countries hence leaving a gap locally. The
purpose of the study was therefore to examine if self-efficacy and motivation predicts academic
performance and if so, to what extent. Academic performance was the outcome variable while
the predictor variables was motivation and self-efficacy. The objectives of the study were to
examine the relationship between motivation and academic performance, establish the
relationship between self-efficacy and academic performance, to determine the relative
predictive weights of motivation and self-efficacy on academic performance and lastly to test for
gender differences in academic motivation and self-efficacy. Self-determination theory by Ryan
and Deci and Social Learning Theory by Bandura guided the study. Data was collected through
use of questionnaires which also gave students biographical information. The researcher
employed ex post facto design and involved 193 study participants. Out of 31 public secondary
schools in Kitui County, 25% of the schools were sampled for this study. Stratified random
sampling procedure was used to select the study sample, 8 schools were selected to participate in
the study, and 24 students were randomly selected from each secondary school. A pilot study
was carried out on a random sample of 40 students from a public school which was not part of
the study sample but of similar characteristics as sampled schools. The academic motivation and
academic self-efficacy scales were adapted to measure academic motivation and self-efficacy.
Students’ academic performance was measured by use of examination records which was
obtained from the schools. Pearson product moment correlation coefficient was used to test
relationships between variables while multiple regression analysis tests were used to obtain the
relative predictive weights of independent variable on outcome variable and t-test for predictor
variables for gender. Data was analyzed by use of descriptive and quantitative statistics. This
research may be of importance to the educators as they may understand how these psychological
predictors may impact on their students. Secondly, the teachers may be able to gauge their
students’ motivation and self-efficacy which may help them in setting realistic targets for
performance. Understanding motivation and self-efficacy may enable schools reach operational
efficiency as teachers will be in a position to address students according to their study
requirements. In view of the findings, it can be inferred that academic motivation, self-efficacy
and academic performance are statistically dependent as the p-value in the ANOVA model was
.000 which is less than 0.05, the alpha level of significance for academic and self-efficacy and
academic performance (R (192) =0.367. The study recommended that all stakeholders in
education should work together in creating conducive environments for development of
academic motivation and self-efficacy, among students, and appropriate intervention
programmes should be developed in schools, particularly targeting girls in order to help reduce
the gender differences which were found to exist with regard to students’ academic motivation
and self-efficacy learning.
Description
A Research Project Submitted In Partial Fulfillment for the Award of Degree of Masters of Education (Educational Psychology) in the School of Education Kenyatta University, January 2024.
Supervisor
Elizabeth W. Mwaniki