Department of Educational Psychologyhttp://41.89.164.27:8080/xmlui/handle/123456789/3212024-03-29T14:42:39Z2024-03-29T14:42:39ZRELATIONSHIP BETWEEN SELF-CONCEPT AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN NYERI COUNTY, KENYAMWANGI, LUCY WANJIRAhttp://41.89.164.27:8080/xmlui/handle/123456789/21202024-02-28T12:34:01Z2023-08-01T00:00:00ZRELATIONSHIP BETWEEN SELF-CONCEPT AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN NYERI COUNTY, KENYA
MWANGI, LUCY WANJIRA
Despite the use of appropriate teaching and learning approaches and the government investing resources to promote quality education, there is a continuous record of poor academic performance among students in National Examinations in Kenya. The purpose of this study was to determine the relationship between self-concept and academic performance among secondary school students. The objectives of the study were to establish the relationship between Self Esteem, Self-Motivation, self-efficacy and academic performance. The study was anchored on The Marsh/Shavelson model self-concept. The study employed Ex-post facto research design. The study targeted students from public secondary schools in Nyeri County, Kenya. Krejcie and Morgan (1970) formula was used to calculate the sample size of the students while Purposive sampling was used to select 25 teacher counselors. Data was collected using questionnaires, interview schedules and document analysis. Data from the questionnaire was first subjected to preliminary processing through validation, coding and tabulation in readiness for analysis with the help of the Statistical Package for Social Science (SPSS) to analyze data. Descriptive statistics was presented using frequencies, percentages and means. Correlation analysis was done to determine relationship that exists between the independent and dependent variables. Additionally, regression analysis was employed to determine the extent to which each variable explained student’s academic performance. Qualitative data was transcribed, thematically classified, arranged and reported in narrations and quotations in line with research objectives. Major findings from the study indicated that there was a significant positive correlations between Self-esteem (r = .800; p = .000), self-motivation (r = .732; p = .000), self-efficacy (r = .886; p = .000) and students’ academic performance. This implied that there was significant relationship between self-concept and students’ academic performance. The study concluded that Self-esteem, self-efficacy, Self-motivation and affected students’ academic performance in public secondary schools in Nyeri County. This study therefore recommended that there is a need to promote self-esteem through group discussions and celebratory events, providing motivational support through real-life examples and inspirational materials, establishing peer support networks, and conducting teacher training on constructive feedback and inclusivity. Additionally, schools should design tasks that emphasize effort-based success, introducing mentorship programs, incorporating emotional well-being activities into the curriculum, and engaging parents in nurturing these qualities at home through workshops and ongoing communication with educators. The study findings will be of significance to educators to understand the level of self-concept among students in secondary schools in order to employ an effective approach during the teaching and learning process.
2023-08-01T00:00:00ZEFFECTS OF STUDENT’S ATTITUDE TOWARDS BIOLOGY PRACTICAL WORK ON ACADEMIC PERFORMANCE IN TURBO SUB-COUNTY, KENYASANG, IRENE CHEMUTAIhttp://41.89.164.27:8080/xmlui/handle/123456789/20402024-01-25T07:39:18Z2023-01-01T00:00:00ZEFFECTS OF STUDENT’S ATTITUDE TOWARDS BIOLOGY PRACTICAL WORK ON ACADEMIC PERFORMANCE IN TURBO SUB-COUNTY, KENYA
SANG, IRENE CHEMUTAI
In the last few years, there has been a concerning decline in the performance of students in biology, leading to concerns about their ability to access courses that require satisfactory grades in the subject. Therefore the current study sought to investigate the relationship between students' attitudes towards biology practical work and their academic performance in biology practical tests. The research was conducted in Turbo sub County in Kenya targeting biology teachers and biology students. A total of 23 biology teachers were purposively sampled and 245 students randomly selected in the schools. The data were collected using mixed method approach integrating both qualitative and quantitative data collection. The data collection tools were questionnaires, interview and administering biology practical test to students to determine their performance. The data were subjected to various statistical test including one way Analysis of Variance (ANOVA), t test and Chi-square test. The findings revealed a significant associations between different attitudes towards biology practical work and academic performance (P<0.05). In terms of relationship between gender and attitudes towards biology practical work, female students demonstrated a higher inclination towards expressing positive attitudes compared to male students. Notably, school categories based on gender, ownership and administrative/academic characteristic demonstrated distinct attitudes and performance patterns. Femaless' schools had higher academic performance compared to boys' schools in the biology practical test, as well as in the overall Kenya Certificate of Secondary Education (KCSE) results for the year 2022. Private schools had higher percentages of students feeling encouraged and challenged to improve their performance but reported higher levels of test anxiety and technicality compared to public schools. Practical test performance varied significantly across the school categories based on administrative/academic characteristic, with Extra-county schools showing the highest mean performance (9.23±1.2), followed by County schools (6.88±0.9), and Sub-county schools with the lowest mean performance (4.32±0.6). These findings emphasize the need for targeted strategies to address attitudes and foster a conducive learning environment, ultimately improving overall academic performance in biology. Policymakers and educators can utilize these insights to implement effective interventions and support students in their biology education journey, paving the way for better educational outcomes.
2023-01-01T00:00:00ZPSYCHO-SOCIAL AND BEHAVIOURAL INTERVENTIONS AMONG ADOLESCENT STUDENTS IN PUBLIC SECONDARY SCHOOLS IN TRANS-NZOIA COUNTY, KENYAWANGILA, CAROLINEhttp://41.89.164.27:8080/xmlui/handle/123456789/20352023-10-26T09:49:10Z2023-10-01T00:00:00ZPSYCHO-SOCIAL AND BEHAVIOURAL INTERVENTIONS AMONG ADOLESCENT STUDENTS IN PUBLIC SECONDARY SCHOOLS IN TRANS-NZOIA COUNTY, KENYA
WANGILA, CAROLINE
The need to investigate the psychosocial and behavioural interventions among adolescent students in public secondary schools in Trans-Nzoia County was the basis for this study. This study sought to investigate the psychosocial and behavioural interventions among adolescent students in public secondary schools in Trans-Nzoia County. The specific objectives of the study were to examine the psychosocial interventions on adolescent students in public secondary schools in Trans-Nzoia County; to establish the behavioural interventions on adolescent students in public secondary schools in Trans-Nzoia County; and to assess the challengesof the interventions on the adolescent students in public secondary schools in Trans-Nzoia County. The theoretical frame-work used in this study was the Social Cognitive Theory that considers the unique way in which individuals acquire and maintain behaviour which considers the social environment of an individual. The study applied mixed methods research design which combined elements of qualitative and research approaches for the broad purposes of breadth and depth of understanding and corroboration. The target population consisted of public secondary schools in Trans-Nzoia County. The sample for the study was identified by using convenience and stratified random sampling techniques. The sample size was 116 schools worked through Nassiuma (2000) formula. Data was collected using structured questionnaires, document analysis, interviews and observation schedule. The study adopted descriptive which included frequency distribution, central tendency, variability/dispersion and inferential data analysis which included hypothesis testing, confidence intervals, regression analysis, analysis of variance (ANOVA) and t-test. The conclusions of this study are that both psycho-social and behavioural interventions had a substantial impact on the adolescent students in public secondary schools. It was also clear that adolescent students face obstacles such as low self-esteem, stress, bullying and addiction. The study also indicated that the use of new technology into both psycho-social and behavioural interventions is required. Therecommendations of the study were that psycho-social interventions as well as behavioural interventions affect adolescent student development. The major finding of the study is that psycho-social and behavioural interventions play a key role in the holistic formation of adolescent students in terms of behavioural, cognitive, psycho-dynamic, humanistic, systematic, motivational, disease and social and environmental management.
2023-10-01T00:00:00ZInfluence of Parents’ Expectations on Course Choice in Vocational Training Centres in Taita Taveta County, KenyaChola, Raphael MwasiKiplagat, HoseahMubichakani, Josephhttp://41.89.164.27:8080/xmlui/handle/123456789/20172023-10-13T06:48:13Z2023-08-01T00:00:00ZInfluence of Parents’ Expectations on Course Choice in Vocational Training Centres in Taita Taveta County, Kenya
Chola, Raphael Mwasi; Kiplagat, Hoseah; Mubichakani, Joseph
This study examines the relationship between parental influences and a young person's job decision, particularly in the context of choosing courses before enrolling in higher education institutions like Vocational Training Centres (VTCs). The research aims to understand how trainees' perceptions of parental influential factors predict their career choice intention in Taita Taveta County, Kenya. The study analysed data from 2,386 trainees and 29 principal managers in Taita Taveta County VTCs in 2022 using a descriptive survey design. Data was collected using structured interviews and questionnaires. Male trainees comprising 63.1%) were more than female participants 261 (36.9%) (χ2= 6.76, d.f.=1, p = 0.0093). In 2022, 21-year-old trainees in Taita Taveta County VTCs enrolled in car repair, with 18.9% choosing this course, while 0.1% chose agriculture. Parents were the most influential factor, with 58.50% of trainees agreeing with this statement (35.70%) (χ2= 139.95, d.f.=4, p< 0.0001). When asked if other family members had the most impact on their decision to enrol in a course, the majority of respondents 351 (49.60%) agreed with the statement (χ2= 93.53, d.f.=4, p< 0.0001). In relation to opinion that counsellors had greatest influence in their course choice, majority of the respondents agreed 384(54.30%) while the rest disagreed (χ2= 93.53, d.f.=4, p< 0.0001). Also, when the trainees in the VTCs were asked whether the teachers had influence in their course choice, most of them 405(57.1%) agreed, with a significant difference (χ2= 122.93, d.f.=4, p< 0.0001). Parents’ expectations significantly predicted course choice, F 0.05 (1,706) = 6.381, p< 0.05, which indicates that parents’ expectations play a significant role in shaping the course choice (b= 0.599, p < 0.05). The study found trainees' course selections influenced by parents, relatives, counsellors, and instructors, but their personalities, intellectual capacities, and practical and theoretical skills limited their participation. Parents, family members, counsellors, and trainers should influence trainees' course selections based on personalities, intellectual prowess, KUCCPS needs, and course management capacity, ensuring beneficial outcomes
2023-08-01T00:00:00ZTrainers’ and Trainees’ Attitude towards Remote Learning in Technical and Vocational Education and Training institutions in Bungoma County, KenyaMose, PeterKiplagat, HoseahKibiwott, Philemonhttp://41.89.164.27:8080/xmlui/handle/123456789/19912023-10-05T07:45:38Z2023-07-01T00:00:00ZTrainers’ and Trainees’ Attitude towards Remote Learning in Technical and Vocational Education and Training institutions in Bungoma County, Kenya
Mose, Peter; Kiplagat, Hoseah; Kibiwott, Philemon
TVET programmes involve school-based and workplace-based training. TVET focuses on practical skills and work-readiness making remote learning challenging. Remote learning is a weak substitute for practical exercises as they require equipment or materials not found at home. Most providers are unable to deliver or assess practical skills training remotely. This study aimed to assess the trainers’ attitude towards remote training. The research explores trainers’ perception, tools and challenges in delivering technical training remotely. The theory of Diffusion of Innovations (DIT) guided the study. The study employed explanatory research design targeting trainers in 8 TVET institutions in Bungoma. The target population was 376 trainees and 242 trainers. Questionnaires were designed and used for data collection. Descriptive statistics (frequency and percentages) were used and data was presented in tabular form. The study found that only 33.4% (n=79) of the trainers’ found it easy to train learners remotely while 83% (n=195) agreed that teaching theory courses online was easy. The study established that despite many trainers finding it easy to teach theory remotely there is negative attitude among majority of trainers on training practicals remotely. The study recommended that TVET institutions should blend remote learning with physical sessions to allow practical training to take place. Institutions should look for ways to mitigate challenges associated with remote learning.
2023-07-01T00:00:00ZValue Addition on Learners’ Talents by Public National, Extra County, County and Sub- County Secondary Schools in Nandi CountyKosgei, ZachariaBarno, Grace ChelimoKisilu, Kitaingehttp://41.89.164.27:8080/xmlui/handle/123456789/19802023-10-02T10:17:12Z2023-03-01T00:00:00ZValue Addition on Learners’ Talents by Public National, Extra County, County and Sub- County Secondary Schools in Nandi County
Kosgei, Zacharia; Barno, Grace Chelimo; Kisilu, Kitainge
Education processes should lead to the cumulative acquisition of knowledge, skills and values needed for
holistic development. However, the current assessment practices in the Kenyan education system focus on
the cognitive part of learning at the expense of the affective and psychomotor domains. Therefore, the
learners’ assessment should use approaches that assess value addition to the critical attributes of holistic
development. This study examined the value addition of talents by different categories of public secondary
schools in Nandi County. The study adopted a mixed research design that used questionnaires and document
analysis to collect information from school principals and four students. The study’s target population was
192 secondary schools, 192 Principals and 10,499 students. The respondents were stratified into National,
Extra- County, County, and Sub- County Schools. The study used proportionate stratified and purposive
sampling to select respondents who included 144 principals from 2 National schools, 4 Extra County
schools, 26 County schools, and 112 Sub-County schools. Wilcoxon signed-rank test determined the valueadded
on talents. All the categories of schools added value to volleyball, basketball, athletics, music and
drama (P < .000). County schools added value to Netball, Extra County did not add value to netball and
racket games, and County did not add value to swimming and Sub-County did not add value on swimming
and netball. The study recommended that the Ministry of Education should ensure talent development
offices in every school are headed by a trained person with the necessary skills to help learners identify and
nurture their talents.
2023-03-01T00:00:00ZStudent’s Gender and Attitude towards Biology Practical Work affects Academic Performance: A Case Study of Turbo Sub-County, KenyaSang, Irene ChemutaiSamikwo, DinahKorir, Bornesshttp://41.89.164.27:8080/xmlui/handle/123456789/19762023-09-28T07:39:50Z2023-09-01T00:00:00ZStudent’s Gender and Attitude towards Biology Practical Work affects Academic Performance: A Case Study of Turbo Sub-County, Kenya
Sang, Irene Chemutai; Samikwo, Dinah; Korir, Borness
Students' performance in biology has declined over the last five years, raising concerns about access to courses requiring satisfactory biology grades. A study was conducted in Turbo Sub County, Kenya, to investigate the relationship between students' gender and attitudes towards biology practical work and academic performance. The study included 23 biology teachers and 245 biology students. The quantitative and qualitative data were gathered using a mixed approach that included questionnaires, interviews, and the administration of a biology practical test to students to determine their performance. Various statistical tests were performed on the data, including one-way analysis of variance (ANOVA), the t test, and the chi-square test.The findings revealed a significant relationship (P<0.05) between different attitudes towards practical biology and academic performance. Positive attitudes, such as being driven to succeed and reading ahead of teachers, were linked to improved performance. Anxiety, fear, and technical challenges during practical exams, on the other hand, were associated with poorer outcomes. There were gender differences, with females displaying more positive attitudes and performing better on biology practical tests. These findings highlight the importance of developing targeted strategies to improve attitudes and learning environments, ultimately improving biology's academic performance. These insights can be used by policymakers and educators to implement effective interventions and support students, resulting in improved educational outcomes.
2023-09-01T00:00:00ZRELATIONSHIP BETWEEN SELF-MOTIVATION AND STUDENT ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN NYERI COUNTYMwangi, Lucy WanjiraKitainge, KisiluNyabuto, Estherhttp://41.89.164.27:8080/xmlui/handle/123456789/19562023-09-20T06:11:32Z2023-03-01T00:00:00ZRELATIONSHIP BETWEEN SELF-MOTIVATION AND STUDENT ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN NYERI COUNTY
Mwangi, Lucy Wanjira; Kitainge, Kisilu; Nyabuto, Esther
Apart from instructional materials and infrastructure, self-motivation is an important
factor that can impact student performance. While instructional materials and
infrastructure are essential components of a conducive learning environment, they are not
sufficient in themselves to guarantee academic success. Self-motivation is crucial
because it drives students to set goals, develop a growth mindset, and persist in the face
of challenges. When students are motivated, they are more likely to engage in their
learning, take responsibility for their own progress, and seek out resources and
opportunities to improve their performance. There was therefore need for a study to be
conducted to establish the factors that affect their performance in Nyeri County. The
purpose of this study was to determine the relationship between Self Esteem and student
academic performance. The study was anchored on The Marsh/Shavelson model selfconcept.
The study employed Ex-post facto research design. The study targeted students
from public secondary schools in Nyeri County. Krejcie and Morgan (1970) formula was
used to calculate the sample size of the students while Purposive sampling was used to
select 25 teacher counselors making a total of 409 respondents. Data was collected using
questionnaires, interview schedules and document analysis. The quantitative data from
the questionnaire was first be subjected to preliminary processing through validation,
coding and tabulation in readiness for analysis with the help of the statistical package for
social science (SPSS) to analyze data. Descriptive statistics was presented using
frequencies and percentages. Pearson Correlation Coefficient was employed to determine
relationship that exists between the independent (Self-motivation) variables and
dependent variable (student academic performance). In addition, regression analysis was
employed to test the relationships in the study. Qualitative data was transcribed,
thematically classified and arranged before they are reported in narrations and quotations
according to research objectives. Major findings from the study indicated that there was a
significant positive correlation between Self-esteem and student academic performance (r
= .800; p = .000) showing a strong correlation between Self-esteem and student academic
performance. This study therefore, recommended that there is need for the teachers and
education stakeholders in the ministry of education and beyond should give great
attention to student self-concept as it affects student academic performance in schools
and that schools should promote self-advocacy skills. Strong advocacy skills lead to
greater self-confidence. It is also important to for the teachers to understand student
background. Schools should design effective feedback mechanism to encourage students
to compare present performance against a goal and also against previous performance.
2023-03-01T00:00:00ZRelationship between Selected Home Environmental Factors and the Pupils with Hearing Impairment's Academic PerformanceMwangi, Lucy WanjiraNgao, GladysMaithyahttp://41.89.164.27:8080/xmlui/handle/123456789/19552023-09-19T07:53:10Z2017-06-01T00:00:00ZRelationship between Selected Home Environmental Factors and the Pupils with Hearing Impairment's Academic Performance
Mwangi, Lucy Wanjira; Ngao, Gladys; Maithya
The study examined the relationship between home environment and academic performance of upper primary pupils with Hearing Impairments in Central Province Kenya. The study was based on Atkinson motivation theory, from literature reviewed. It was realized that a strong positive correlation between academic achievement and home environment existed (Kapila, 1976). A sample size of 75 upper primary (5,6,7,8) between the ages of 14-18 years were randomly selected from five primary schools for the Hearing Impaired in Central Province. Data was collected using two questionnaires and results of the end year examination were used as a measure of their academic performance. Pearson’s product moment correlation and two taile t-test were used to test the hypothesis. One of the major findings indicated that there was a significant relationship between home environment and academic performance of children with Hearing Impairment. The study recommended that the parents ensure that children have a favorable home environment in order to achieve success in school.
2017-06-01T00:00:00ZRELATIONSHIP BETWEEN SELECTED HOME ENVIRONMENT AND ACADEMIC ACHIEVEMENT MOTIVATION AMONG PUPILS WITH HEARING IMPAIRMENTMwangi, Lucy WanjiraMukolwe, NewtonMaithya, Paulhttp://41.89.164.27:8080/xmlui/handle/123456789/19542023-09-19T07:38:08Z2020-06-01T00:00:00ZRELATIONSHIP BETWEEN SELECTED HOME ENVIRONMENT AND ACADEMIC ACHIEVEMENT MOTIVATION AMONG PUPILS WITH HEARING IMPAIRMENT
Mwangi, Lucy Wanjira; Mukolwe, Newton; Maithya, Paul
The purpose of this study was to examine the relationship between selected home environment
factors and academic achievement motivation for girls with hearing impairment
The objectives of the study was to establish whether there is a relationship between selected home
environment factors and academic achievement motivation among pupils with hearing impairment.
A study done by( Mitchell,1992) revealed that learners who were motivated to learn performed well
in academic tasks compared to learners who were not motivated to engage in learning were unlikely
to perform well in class work, The hypothesis “There was no relationship between home
environment factors and academic achievement motivation” was analyzed using Pearson’s product
moment correlation analysis. One of the findings indicated that the correlations between family size
and academic achievement motivation were not significant (r=_0.081).The findings implied that a
favorable home environment might not motivate learners with hearing impairment to work hard in
school. That could be attributed to the fact that learners with hearing impairment whether from a
small or large family had little contact with their family members because they were in residential
schools. This study recommends that parents ,teachers and educationists of learners with hearing
impairment should ensure that the learners are motivated to achieve success .They should try to
create a favorable home and school environments to motivate the learners by creating a motivating
learning environment and change their perception towards pupils with hearing impairment
2020-06-01T00:00:00Z