Mbosyo, Pau L Mutua2025-07-312025-07-312025-03https://ir-library.ku.ac.ke/handle/123456789/30972A Research Thesis Submitted in Partial Fulfilment for the Requirements for the Award of the Degree of Master of Education (Educational Psychology) in the School of Education and Lifelong Learning of Kenyatta University, March, 2025 Supervisors: 1.Samuel MutweleliGlobally, good academic performance has been equated with a fair hope for the future. To many stakeholders, good performance in academics means work well done. In Africa good academic performance means higher chances of competitiveness with the rest of the world. In Kenya, performance in national examinations has been characterized by dismal performance in Physics. Most researches done previously have attributed this poor performance to school environmental factors and the abstract nature of physics yet the contribution of psychological variables on students’ performance has not been much looked at more so in Physics. Physics performance in Tana-River has low. This low performance by students leads to limited access to higher education and consequently limited opportunities. This study purposed to find out whether Learning strategies, Locus of control and academic performance in physics are related. Self-Regulated Learning theory by Pintrich (2000) and Locus of control theory by Bandura (1966) offered the theoretical basis. Correlation research design was used in this. The study was done at Tana-River County, Kenya. Form two students taking physics in the County were targeted with a population of 2000. A sample of 333 students sampled using Quota sampling from girl schools, boy schools, boarding and day school categories were involved. Schools offering physics in Tana-River County were purposively sampled. Three instruments were used in this research, two Questionnaires and a pro forma summary of students. Data analysis and hypothesis testing was done using SPSS (Version 27). To analyze data linear regression analysis was used. Further, Pearson’s product moment correlation, ANOVA and independent samples t-test were also used. Learning strategies had significant positive association with students’ performance in Physics (r=.268, p=.00). Locus of control had a negative, significant association with students’ performance in Physics (r=-.212, p=.00). Independent samples t-test did not establish significant difference in Learning strategies and Locus of control of the students based on gender differences. From regression analysis Locus of control and Learning strategies explain 10.2% of academic performance in physics. These findings were in tandem with what had been established in the pilot study. The study concluded that performance in physics can be influenced by Learning strategies as well as Locus of Control. The study concludes that physics learners who are internally oriented are driven by their determination, hard work and desire to learn and are likely to perform well in physics lessons. The study recommends that schools, physics teachers and science department enhance the learning approaches to physics subject. This can be done by improving on learning pedagogies, illustration and support of physics subject through resource and equipment acquisition. The study recommended to tutors to use approaches that can alter students Locus of control and improve on learning strategies. The study found that there is no significant difference in learning strategy locus of control and gender of the students. This an indication that difference in physics performance cannot be attributed to gender differences. All leaners should be encouraged to pursue physics irrespective of gender orientation. The Kenya Institute of Curriculum development in conjunction with physics teachers and STEM partners can participate in reviewing the guidelines and structure of Physics subjective to make it enjoyable and easy to comprehend.enThesis