Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/7527
Title: Psycho-social factors and academic achievement of public secondary school students in Nyamaiya zone Nyamira county Kenya
Authors: Vitoria, Kanini
Kibwea
Keywords: Academic
Achievement
Public schools
Issue Date: Oct-2014
Publisher: Kampala International University,College of Education Open and Long Distance Learning
Abstract: The study sought to establish the relationship between psychosocial factors and students’ academic achievement in secondary schools in Nyamaiya Zone, Nyamira district. It was motivated by the fact that the academic achievement of most students was low so it was not clear whether psychological factors were responsible or not. Three specific objectives guided the study; to determine the relationship between motivation, social control and self regulation of students and their academic achievement. Using descriptive correlational survey research design, a mix of both qualitative and quantitative approaches and sample size of 254. Data was collected using questionnaires and interview guide and analyzed using SPSS version 16.The study findings indicate that there exists a significant positive relationship between students’ motivation, social control and self regulation and their academic achievement. It was therefore concluded that based on this academic achievement is highly supported by the psychosocial factors. The study therefore recommended that the teachers, teachers and parents need to remain a learning environment that ensures continued motivation of the students. Students should be encouraged to continue exercising their satisfactory or even more than their currently exercised satisfactory level of selft regulation since this help them to perform better. The study recommends that Individualized Education Programs (IEP) for at-risk or gifted students, should be designed to cater for the variation in the PSF basing on the students’ varied backgrounds this will be further more useful and needed to design targeted interventions
Description: A thesis Presented to the College of Higher Degrees and Research Kampala International University Kampala Uganda in Partial Fulfillment for the Degree Master of Educational Management and Administration
URI: http://hdl.handle.net/20.500.12306/7527
Appears in Collections:Masters of Educational Management and Administration - Main and Ishaka Campus

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