Task Value as a Predictor of Academic Achievement among Form Three Students in Meru County, Kenya
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Date
2022-04
Authors
Ncororo, Munanu Ruth
Koinange, Wawire Chrispus
Muriithi, Ireri Anthony
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Education and Research
Abstract
Academic achievement is the ultimate goal of any education system. The grades the students
achieve at the end of any system are useful for the stakeholders for many purposes. Therefore, any
factor that affects the academic achievement of learners is very critical. Reviewed studies on
academic achievement have indirectly cited economic backgrounds, cultural factors, parental
involvement, administrative factors, and school structural environments, as some of the predictors
of academic achievement. Students' inner motivational resources have not been addressed. The
purpose of the current study was therefore to establish how task value predicts academic
achievement among form three students in Meru County, Kenya. The study was based on
Expectancy-Value Theory (EVT). The theory emphasizes on the inner motivations of learning
behavior and it is useful in understanding the value the learners attach to their academic tasks. Task
value causes achievement behavior among learners leading to success. The study used convergent
parallel mixed methods design. The target population was all the form three students in public
secondary schools in Meru County, Kenya. The accessible population was form three students from
the 15 public secondary schools selected into the study. Multistage sampling was used, that is,
purposive, cluster, and random sampling. Quantitative data were collected using task value scale
and students’ academic achievement proforma. Data were collected, coded, entered into the
computer, and analyzed using SPSS version 25. The Pearson's product moment correlation
coefficient showed evidence of significant positive relationship between task value and academic
achievement (r (813) =.61, p <.05). Regression analysis showed that task value accounted for 37%
(R2 = .37, p < .05) of the variations of academic achievement. The prediction weights of the
domains of task value on academic achievement were computed and utility task value emerged the
best predictor of academic achievement. Qualitative data were collected using focus group
interview. The results of the study lead to the conclusion that task value was a predictor of academic
achievement. The study findings led to the recommendation that, all the stakeholders in education –
the parents, teachers, and policy makers – should together aim at fostering high task value to
enhance positive academic achievement among secondary school students in Kenya.
Description
Keywords
Task value, utility task value, interest task value, cost task value, attainment task value, academic achievement, form three students
Citation
Ncororo, M. R., Koinange, W. C., & Muriithi, I. A. Task value as a predictor of academic achievement among form three students in Meru County, Kenya.