Proximal predictors and outcome of academic buoyancy among form three secondary school students in Migori County, Kenya

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dc.contributor.advisorKoinange C. Wawireen_US
dc.contributor.advisorDoyne K. Mugambien_US
dc.contributor.authorOlendo, Akinyi Rosemary
dc.date.accessioned2024-04-26T12:34:11Z
dc.date.available2024-04-26T12:34:11Z
dc.date.issued2020-05
dc.descriptionA research thesis submitted in partial fulfilment for the award of the degree of doctor of philosophy (educational psychology) in the school of education, Kenyatta University, May 2020en_US
dc.description.abstractStudents from Migori County persistently perform poorly compared to those of the neighbouring Counties. Studies in Migori County have concentrated more on other factors affecting academic achievement and left out academic buoyancy. Yet reviewed literature indicates a link between academic buoyancy and academic achievement. The aim of this study was therefore to investigate if there was a relationship between proximal predictors and academic buoyancy, to establish the predictive role of proximal predictors on academic buoyancy and subsequently the prediction of academic achievement from academic buoyancy with sex as the moderator variable. The researcher employed resilience theory and used explanatory sequential mixed methods design to collect data from secondary students of form three. The study targeted all form three students in Migori County, Kenya. Participating schools and students were sampled using purposive, stratified, cluster and simple random sampling. A total of 469 participants were drawn from 21 secondary schools. Academic Buoyancy Scale and, Motivation and Engagement Scale (High school) were adapted and used to collect quantitative data. An in-depth interview comprising 10% of those students found buoyant from the analysis of quantitative data were used. Through document analysis of the student’s academic records, academic achievement was thus inferred. To establish the validity and reliability of the research tools, a pilot study was conducted. The pilot study sample comprised of 47 participants drawn from co-educational and single sex secondary schools. Qualitative data were thematically analyzed while quantitative data were analyzed using SPSS. The statistical tests used included Pearson’s r, simple and multiple regression, and independent samples t-test together with descriptive statistics. All hypotheses were tested at p < .05 level of significance. The results revealed strong positive and statistically significant correlation between academic buoyancy and self-efficacy (r (469) = .76, p < .05); a weak positive but statistically significant correlation between academic buoyancy and; self-control (r (469) = .18, p =.05); academic engagement (r ( 469) = .22, p < .05); and teacher-student relationship (r ( 469) = .19, p < .05). Additionally, a very weak non-significant positive correlation coefficient (r) was established between academic anxiety and academic buoyancy (r (469) = .04, p > .05). The independent samples t-test did not establish any significant gender differences among the study variables. Regression analysis revealed that self-efficacy, teacher-student relationship and self-control significantly predicted academic buoyancy and further, academic buoyancy significantly predicted academic achievement. In conclusion therefore, self-efficacy, teacher-student relationship and self-control have an effect on academic buoyancy, and subsequently, academic buoyancy affected student’s academic achievement. This study therefore recommends that intervention be directed towards enhancing students’ self-efficacy, self-control and teacher-student relationships which have a bearing on academic buoyancy and subsequently, academic achievement.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27834
dc.language.isoenen_US
dc.publisherKenyatta universityen_US
dc.subjectProximal predictorsen_US
dc.subjectoutcomeen_US
dc.subjectacademic buoyancyen_US
dc.subjectsecondary school studentsen_US
dc.subjectMigori Countyen_US
dc.subjectKenyaen_US
dc.titleProximal predictors and outcome of academic buoyancy among form three secondary school students in Migori County, Kenyaen_US
dc.typeThesisen_US
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PHD-Department of Educational Psychology