Predictors of students’ achievement in engl sh and kiswahili languages in selected secondary schools in Kajiado North District, Kenya
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Date
2011-08
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Publisher
Kampala International University. College of Education,open distance and e-learning.
Abstract
he study empirically investigated on the predictors of student achievements in English
and Kiswahili languages in particular in Kajiado North District. It was guided by four
objectives, to find out the profile of the respondents, the level of predictàrs
(independent variable) in English and Kiswahili, level of students’ achievement
(dependent variable) in English and Kiswahili and the relationship between the two
variables. The study used descriptive correlational survey research design with a sample
of 476 respondents. The study found out that there was significant relationship
between the level of predictors and level of student achievements in Kiswahili and
English languages. The study also found out that the level of academic achievement in
English and Kiswahili languages in the district of study was moderate. The study
concluded that the hypothesis of no significant relationship was rejected. The r values
in this study indicate a positive relationship between all aspect s of use of predictors (r
value>.0), suggesting that the higher the level of predictors the higher the achievement
levels and vice versa. The new information generated fro the findings is that there are
more girls than boys in Kajiado North District secondary schools and majority are less
than 20 years old. The theory of internal and external attribution by B Weiner, et al
(1980) which assigns the cause of behavior to some characteristics of the target under
assigns credit or blame to the individual actor and to factors outside the individual was
proved in this study. For students to maintain high achievement in the two languages,
this study recommends that predictors used in this thesis need to be applied in a
learning environment. A major recommendation in this study is that future research
needs to be done on other predictors of student’s achievement such as management
and instructional time, instructional monitoring and management of student’s behavior
and instructional feedback and how they could be applied in learning to realize greater
achievement.
Description
A thesis presented to the school of postgraduate studies and research Kampala International University Kampala, Uganda in partial fulfillment of the requirements for the degree of master of educational management and administration
Keywords
Achievement in English, Kiswahili languages