Chrispus. K. WawireOuma, Christine Juma2021-11-022021-11-022021http://ir-library.ku.ac.ke/handle/123456789/22910A Research Project Submitted in Partial Fulfillment of the Degree of Master of Education in Educational Psychology School of Education of Kenyatta University, April, 2021When students post low grades in national examinations, most of the time it is attributed to; poor learning strategies, burnout among teachers, lack of motivation among learners and other issues like inadequate resources in schools. Little attention is normally paid to the contribution of learners’ personalities and self-efficacy. It is in this light that this study sought to determine the relationship among academic self-efficacy, personality traits and academic achievement. The study was guided by seven objectives. This study adopted a correlational design and was done in Makadara Sub-county in Nairobi City. The target population was all form three students in Makadara Sub-county. Purposive sampling was used to determine the area of study and target population while stratified random sampling and simple random sampling were employed to get the schools and sample for this study. A sample of 169 students from three schools was selected. A self-administered questionnaire consisting of 15 and 50 items on the areas of academic self-efficacy and personality traits respectively were used as the research instrument. A pilot study was conducted in one of the schools which was excluded from the final sample. The data for this study was coded and analyzed using SPSS version 25. Both descriptive and inferential methods were used to analyze the data. Pearson Product Moment correlation was used to determine the relationship between academic selfefficacy and academic achievement and to determine the relationship between the various personality traits and academic achievement while multiple regression was used to determine the interaction effect between academic self-efficacy, personality traits and academic achievement. The findings of the study indicated that; there is a strong positive and significant correlation between academic self-efficacy and academic achievement ( r (167)=0.73, p<0.05); a positive significant relationship exists between agreeableness and academic achievement(r (167)=0.826, p<0.05); extroversion correlated negatively to academic achievement ( r (167)= -0.49, p<0.05) ; no significant relationship was recorded between conscientiousness and academic achievement ( r (167) = 0.01, p >0.05); a moderate positive correction between openness to experiences and academic achievement of learners ( r (167)=0.48, p<0.05); there existed a significant strong negative correlation between neuroticism (r (167)=-0.69, p<0.05) and academic achievement and finally a positive and significant relationship between academic self-efficacy, personality traits and academic achievement of learners. It was also revealed that 62.5% of the variations in academic achievement can be attributed to academic self-efficacy and personality traits. The study recommended that policy makers should develop a curriculum that would inform students on the various personality traits and design ways to mitigate challenges that they may face in school so as to improve their academic performanceenRelationshipAcademic Self-EfficacyPersonality TraitsAcademic AchievementForm Three StudentsNairobi CityKenyaThesis