Predictors of Academic Locus of Control Among Form Three Secondary School Students in Kitui County, Kenya
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Date
2020
Authors
Muthui, Priscah Mulike
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Academic locus of control refers to a learner’s belief of the cause of his/her
academic achievement. It is therefore a learner’s conviction that success in
academics is either as a consequence of one’s effort or external forces like fate
and luck. A Learner’s academic locus of control is either internally or
externally oriented. In a learning environment, a learner with internal locus of
control orientation has high likelihood of benefiting more from the teaching
and learning processes compared to a learner whose locus of control is
externally oriented. The academic locus of control of a learner may enhance or
hinder his or her learning processes. Consequently, the poor grades witnessed
among secondary school students in Matinyani Sub-County may be attributed
to the students’ academic locus of control among other factors. Given the
importance of this variable in determining the student’s learning ability, this
study looked at the predictors of academic locus of control among secondary
school students. The study has four objectives which aimed at determining how
the learners’ locus of control relates to their academic self-efficacy, motivation
and self-esteem and determining a predictive equation for predicting academic
locus of control using the above stated predictors. Rotter’s social learning
theory (1954), self-determination theory by Deci and Ryan (1985) and
Covington (1984) and Beery’s (1976) self-worth theories formed the study’s
theoretical basis. Ex-post -facto research design was used and the target
population was 1250 (700 boys and 550 girls) form three students in Matinyani
Sub -County in Kitui County. Stratified and purposive sampling was applied in
selecting schools where samples were drawn from. The number of respondents
per school was determined by proportionate sampling and a sample of 291
students was randomly picked. An adapted questionnaire for students was used
to collect data. The pilot study was done to ascertain the validity and internal
consistency reliability of the adapted scales. Data analysis was done using
Statistical Package for Social Sciences (SPSS) (Version 21). Null hypotheses
were tested using Pearson product moment correlation and multiple regression
analysis. The results provided a proof that academic self-efficacy, academic
motivation and academic self-esteem are significantly related to academic
Locus of Control. The evidence provided showed that in terms of academic
locus of control orientation, internally oriented respondents had a higher
mean score for both academic self-efficacy, motivation and self-esteem
compared to their externally oriented counterparts. It was also found out that
academic motivation had the highest predictive index followed by academic
self-efficacy while academic self-esteem was found to have the least predictive
index. It was further found out that the highest correlation in academic
motivation was realized between intrinsic motivation towards accomplishment
and academic motivation while amotivation was found to have a negative and a
significant relationship with academic motivation. An important implication
and recommendation of the study was that teachers, parents and all the
stakeholders should collaborate to ensure that they provide a conducive
learning environment in order to enhance the development and nurturing of the
three constructs among the students both at home and in school.
Description
A Research Project Submitted to the School of
Education in Partial Fulfillment of the Degree of
Master of Education (Educational Psychology) of
Kenyatta University
Keywords
Locus of Control, Secondary School Students, Kitui County, Kenya, Learning environment, Academic achievement