Achievement Motivation and Metacognition as Predictors of Mathematics Achievement among Form Three Students in Busia County, Kenya
| dc.contributor.author | Okaka,Brian Mukani | |
| dc.date.accessioned | 2024-08-06T07:44:37Z | |
| dc.date.available | 2024-08-06T07:44:37Z | |
| dc.date.issued | 2024-06 | |
| dc.description | A Research Project Submitted in Partial Fulfilment of the Requirements for the Degree of Master of Education in Educational Psychology in the Department of Educational Psychology, Kenyatta University June, 2024 Supervisor Josephine mutua | |
| dc.description.abstract | A significant number of KCSE candidates in Busia County have been performing below average in mathematics. Studies have been conducted in different counties in Kenya on the factors that may be associated with poor performance in mathematics in national examinations. However, despite the efforts that have been made, this is yet to be satisfactorily addressed. In Busia County, achievement motivation, metacognition as predictors of mathematics achievement have received little attention. This study sought to examine achievement motivation and metacognition as predictors of mathematics achievement in order to come up with a model that can be used to predict mathematics achievement. The specific objectives were; to examine the relationship between achievement motivation and mathematics achievement, to find out the relationship between metacognition in mathematics and mathematics achievement, to examine if there were gender differences between achievement motivation and metacognition on mathematics achievement, and to determine the predictive weight of achievement motivation and metacognition on mathematics achievement among form three students. This study was based on two theories namely; achievement theory of motivation by McClelland (1985) and model of cognitive monitoring by Flavell (1976). Quantitative research methodology was adopted with a correlational research design. The target population for this study was 5395 Form three students in 28 public secondary schools in Samia Sub-County. Purposive sampling, proportionate sampling, and simple random sampling techniques were used to select the participants. A sample size of 361 students was selected from a target population of 5395. Academic motivation scale, metacognition scale, and mathematics achievement score sheet were used to collect data. Pilot study was conducted among 30 students in one public secondary school in Samia Sub-County to establish the validity and reliability of achievement motivation and metacognition scales. The researcher conducted a number of descriptive statistics such as mean, percentage, and standard deviation to describe the study variables. Inferential statistics was used to test the research hypotheses. Results revealed that achievement motivation score had a strong, positive and significant relationship with mathematics achievement, r (346) = .76, p < .05. Metacognition also had a positive and significant relationship with mathematics achievement, r (346) = .52, p < .05. The results on metacognition revealed that the mean differences between male and female students were statistically significant, t (2, 344), p <.05. On achievement motivation score, the results revealed that the mean differences between male and female students were statistically significant, t (2, 344), p < .05. R square value was .70 which indicates that 70% of the variance in mathematics achievement among form three students in Busia County is jointly influenced by achievement motivation and metacognition. The study recommends that teachers and curriculum developers should include and improve ways of enhancing achievement motivation and metacognition like enquiry based learning in their teaching methodologies and in the school curriculum to ensure that it works for the benefit of the students in learning mathematics and better achievement in the subject. | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/28606 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Achievement Motivation and Metacognition as Predictors of Mathematics Achievement among Form Three Students in Busia County, Kenya | |
| dc.type | Thesis |