Psychosocial Home and School Factors as Correlates of Biology Performance among Form Three Students in Public Schools in Kilifi County, Kenya
| dc.contributor.author | Kabugu, Joaninah Wangeci | |
| dc.date.accessioned | 2024-08-08T08:32:27Z | |
| dc.date.available | 2024-08-08T08:32:27Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | Knowledge of Biology is important, not only for understanding our lives, but also for pursuing further studies in in related disciplines like medicine and agriculture. Performance in the subject in Kenyan public secondary schools has been low over the years and this has prompted studies into some of the predicting factors for this biology performance. This research aimed at determining the interrelationship between psychosocial home and school factors and biology performance among form three students in public secondary schools in Kilifi County. The study objectives included finding out: the connection between parental involvement, school factors and biology performance, gender differences in parental involvement and performance in Biology; and the interrelationship between school factors and parental involvement and students’ performance in Biology. Cognitive Theory of Development by Jean Piaget (1936) and the Framework of Parental involvement by Norman Epstein (2002). Descriptive and correlational designs were used where a sample of 322 participants were selected from a population of 1535 students and teachers. Stratified random, simple random, Purposive sampling was used to select Biology teachers, form three class as well as the 10 public secondary schools. Data was collected from students and teachers using the parental involvement tool and a teacher questionnaire. The study incorporated content validity which was established through expert opinion. Instrument reliability was achieved using split half method where a Cronbach’s alpha reliability coefficient of 0.7 was realized. Data from students Biology performance were obtained through document analysis. The Statistical Package for Social Sciences (SPSS) version 26.0 was used. The researcher used both descriptive and inferential statistics including independent samples t-test, Pearson product moment correlation analysis, and multiple regression. Psychosocial home factors and school factors were found to significantly correlate positively with biology performance. There were significant gender differences in biology performance, and parental involvement and school environment were found to significantly affect student performance in biology. Parental support and school environment may need to be continuously enhanced coupled with government interventions. Studies utilizing other designs, contexts and general learner performance may be required for further knowledge in this subject. | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/28621 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Psychosocial Home and School Factors as Correlates of Biology Performance among Form Three Students in Public Schools in Kilifi County, Kenya | |
| dc.type | Thesis |