Social-Emotional Competencies as Predictor of English Language Performance among Form Three Students in Kiambu County, Kenya
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Date
2024-09
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Journal of Popular Education in Africa
Abstract
The purpose of this study was to investigate social-emotional competencies as predictor of English
Language performance among Form Three students in Kiambu County, Kenya. In Kenya, English is a
fundamental component of the education system, serving as the language of instruction for almost all
subjects in secondary schools. Despite its prominence, English tends to have the lowest scores on the
Kenya Certificate of Secondary Education (KCSE) exams. This low performance limits students’
access to higher education and hampers the country’s goal of achieving economic development and
global competitiveness by 2030. Although several studies have investigated the challenges surrounding
English language performance, the issue persists, particularly in Githunguri Sub-County. This study
focused on social-emotional competencies as a predictor variable, with the aim of exploring their
relationship with English language performance among Form 3 students in Githunguri Sub-County,
Kiambu County. The objective was to determine the correlation between social-emotional
competencies and English language performance. Using Comer’s (1960) social-emotional learning
theory, the study adopted a correlational design and targeted all 3,758 Form Three students in the
Githunguri sub-county. A sample of 398 students was selected through purposive, stratified, and simple
random sampling methods. To measure social-emotional competencies, the Social-Emotional
Competencies Questionnaire by Zhou and Ee (2012) was adapted, while mid-term and end-of-term
English exam scores from 2023 were used to assess performance in English. The pilot study verified
the reliability and validity of the instruments, with Cronbach's alpha confirming internal consistency.
Educational psychology experts reviewed face, content, and construct validity. The data was analyzed
using SPSS 2022. The study found a significant correlation between social-emotional competencies and
English performance (r = .41; p < .05). The predictive influence of social-emotional competencies
accounted for 16.9% of the variation in English performance. The R-squared value (.41) indicated that
41% of the variance in English performance was explained by social-emotional competencies. The
study recommends that educators and school stakeholders work together to develop students’ social
awareness, social management, and decision-making skills to enhance academic performance.
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Citation
Miriti, T. M; Mwangi, C & Oluoch, J. (2024). Social-Emotional Competencies As Predictor Of English Language Performance Among Form Three Students In Kiambu County, Kenya. Journal of Popular Education in Africa. 8(9), 286 – 297.