Academic Resilience and Self-Efficacy as Predictors of Academic Achievement Among Form Three Students in Trans-Nzoia County, Kenya

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dc.contributor.authorAngeline, Kelly
dc.contributor.authorIreri, Anthony Muriithi
dc.date.accessioned2022-10-13T09:19:00Z
dc.date.available2022-10-13T09:19:00Z
dc.date.issued2022-06
dc.description.abstractThe past four years, 2016 to 2019 has shown a low academic achievement in Kenya Certificate of Secondary Education (KCSE) among students in Trans-Nzoia County. Little has been done in this area to establish how academic achievement relates with academic resilience and academic self-efficacy among form three learners. This study aimed to find out the relationship between academic resilience, academic self-efficacy and academic achievement. The study also aimed at establishing whether there are gender differences in academic resilience and academic self-efficacy. This study was informed by Flach’s theory of resilience and Bandura’s social cognitive theory. The study used correlational research design with a target population of 1500 form three students in Kiminini Sub County in the year 2021. Kiminini Sub County, public secondary schools and form three students were selected using purposive sampling. Proportionate sampling was used to select the number of participants per school. Simple random sampling was used to select 306 students to participate in the study. Data were collected using academic resilience scale and academic self-efficacy. Students’ academic achievement was obtained from students’ progressive records. Data analysis was done using SPSS (Version 21). Pearson product moment correlation and multiple regression analysis techniques were used to test the research hypotheses. The results indicate that there exists a strong positive and significant relationship between academic resilience and academic achievement, r (279) = .65, p < .05. There was a moderate positive significant association between academic self-efficacy and academic achievement, r (281) = .46, p < .05. The results also showed statistically significant gender differences in academic resilience, t (279) = - 4.11, p < .05. The study recommends that teachers should utilize the findings to come up with suitable instructional methods and guidance programs to help students to enhance their self-efficacy and resilience skills for better learning outcomes.en_US
dc.identifier.citationKelly, A & Ireri, A. M. (2022). Academic Resilience and Self-Efficacy as Predictors of Academic Achievement Among Form Three Students in Trans-Nzoia County, Kenya. Journal of Popular Education in Africa. 6(6), 92 – 108.en_US
dc.identifier.issn2523-2800
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/24328
dc.language.isoenen_US
dc.publisherJournal of Popular Education in Africaen_US
dc.subjectAcademic Resilienceen_US
dc.subjectSelf-Efficacyen_US
dc.subjectAcademic Achievementen_US
dc.titleAcademic Resilience and Self-Efficacy as Predictors of Academic Achievement Among Form Three Students in Trans-Nzoia County, Kenyaen_US
dc.typeArticleen_US
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