Wacoli, Nasimiyu Caren2025-08-292025-08-292024-11https://ir-library.ku.ac.ke/handle/123456789/31309A Research Thesis Submitted in Partial Fulfillment of the Degree of Master of Education (Educational Psychology) in the School of Education and Lifelong Learning, Kenyatta University, November, 2024 Supervisor; 1. David Kariuki 2.Josephine MutuaAchievement goal orientation (AGO) is one’s underlying motivation to pursue academic excellence through practice and assessment. The aspect entails two objectives, namely, task and ego orientations. On the other hand, self-regulated learning (SRL) is the conscious and active management of the learning process. It entails the formulation of goals, plans, adoption of appropriate strategies, and evaluative tactics. The focus of this study was on examining the relationship between achievement goal orientation, self-regulated learning, and academic achievement in secondary school students. The study used the Achievement Goal Orientation Theory and Social Cognitive Theory of Self-Regulation as its theoretical frameworks. By doing so, the study aimed to contribute to the knowledge on the causes of low academic achievement and to determine whether there are gender differences in achievement goal orientation and self-regulated learning. Additionally, the study focused on examining on how these factors predict academic achievement. Overall, the significance of this study lies in its potential to provide insight into the factors that influence academic achievement in secondary school students. This study adopted a correlational research design and was conducted in Kwanza Sub-County of Trans-Nzoia County. The study was conducted on form three students aged 15-20 years in public schools in Kwanza Sub-County, Trans-Nzoia County. The researcher used a combination of stratified random sampling, purposive sampling, and simple random sampling to select a statistically representative sample of study participants. A sample size of 365 respondents (182 boys, 183 girls) was employed. Data was collected using self-administered questionnaires i.e., Academic Self-regulated Learning Scales and Achievement Goal Orientation Questionnaire. Student academic achievement records were obtained from the schools at the end of term two. Pearson's Product Moment Correlation Coefficient, multiple regression analysis, and independent samples t-test were utilized to analyze the data. Null hypotheses were measured at P=.05 significance levels. It was found that there is a positive relationship between achievement goal orientation, self-regulated learning, and academic achievement, which suggests that students who have higher levels of these factors are more likely to have better academic achievement. It is also interesting that the study found a significant gender difference in achievement goal orientation, with boys showing higher levels of this trait than girls. Overall, the study highlights the importance of achievement goal orientation and self-regulated learning in academic achievement and the need for further research in this area. For instance, it was found that gender had no influence on ego-oriented goals, but had an influence on task-oriented goals on academic achievement. Since a correlational research design was used, the results do not necessarily imply a causal relationship between these factors. Therefore, further research using an experimental research design would be needed to expand our understanding of these factors.enThesis