Nyasimi, Ezra2024-08-092024-08-092024-01https://ir-library.ku.ac.ke/handle/123456789/28632A Research Project Submitted In Partial Fulfilment of the Requirements for the Degree of Master of Education (Educational Psychology) on the School Of Education and Lifelong Learning, Kenyatta University, January 2024. Supervisor James Ndege OluochKenya aims to be an industrialized country by the year 2030. This can be realized by improving achievement in science related subjects chemistry being one of them. The knowledge and practical skills regarding purification, analysis, preparation and separation of chemical substances obtained from the study of chemistry play a critical role in innovations and technological development. Despite the crucial role, majority of secondary school students in Kisii County continue to register below average grades in this subject. A research focusing on grit and learning approaches may provide new ways of improving chemistry. The study's specific objectives were to: establish the relationship between learning approaches and chemistry achievement; find out the relationship between grit and chemistry achievement; test for gender differences in learning approaches and grit in relation to chemistry achievement; determine the predictive weight of learning approaches and grit on chemistry achievement. Framed around the learning approaches model and grit theory, a correlational research design was used with a target population of 3,320 form three students in 27 public secondary schools in Etago Sub-County in the year 2023. Purposive sampling was used to select Etago sub-county and form three class students taking chemistry. Stratified sampling technique was adopted to select the schools while simple random sampling was used to select students who participated in the study. The study was carried out in six public secondary schools using a sample size of 446 students. A pilot study involving 30 students from one of the schools within the Sub-County was conducted to refine the reliability and validity of the research instruments. Data were collected using questionnaires and chemistry pro forma forms and then analyzed using the Statistical Package for Social Science (SPSS version 25). The results revealed a moderate significant positive correlation between learning approaches and chemistry achievement, r (433) = .58, p< .05. There was a significant positive correlation between grit and chemistry achievement, r (433) = .65, p < .05. The result further indicated that there were no statistically significant gender differences in learning approaches and grit in relation to chemistry achievement. Learning approaches and grit significantly predict chemistry achievement, F (2,433) = 133.96, p < .05. The moderation between learning approaches and gender and grit and gender accounted for 5% variance in chemistry achievement .Change in R square was statistically significant ΔR2 = .05 p < .05. Gender does not significantly moderate the prediction of chemistry achievement from learning approaches and grit. Based on the findings, the study recommends that chemistry teachers should enhance the use of effective teaching aids to boost interest and perseverance (grit) and effective learning approaches during chemistry learning for better achievement in the subject.enThesis