No description available.

No description available.

This study aimed at identifying the models that best explain the student-related factors that contribute to the academic performance of students in the university. Students' final high school grade, English Language proficiency, self-regulatory learning strategies and extrinsic goal orientation are observed to generally have direct effects on the academic performance of the students in the university, while attitudes, intrinsic goal orientations, personality traits and age have indirect effects. Student mentors need to understand the factors that contribute to the academic performance of undergraduate students. Further research is also deemed necessary in other universities in Kenya in order to establish whether similar results would be obtained. / Educational Studies / D. Ed. (Philosophy of Education)

The main purpose of this study was to investigate the differential levels of study habits between upper and lower academic achievers in secondary school in Embu County, Kenya. The study explored the current literature related to the study and carried out an empirical investigation towards this end. The target population for the study comprised all Form 4 secondary school students in all public secondary schools in Embu County. The student study samples were drawn from 50 out of 156 public secondary schools in the County. Students were drawn from both county and district level of secondary schools. Purposive sampling was used to select the uppermost and lowermost academic achivers over a period of two preceding years. Data was collected by using differently marked questionnaires for prio-determined uppermost and lowermost academic achievement groups of respondents. Each questionnaire comprised of four sections: Bio-demographic information, study habits, internal locus of control and self-efficacy. Self-efficacy and locus of control are some of the covert study habits. Data collected was analysed using descriptive statistics (percentages, means, distribution, and standard deviation) and inferential statistics especially analysis of variance (ANOVA). A pilot study was undertaken to check and enhance on the validity and reliability of the research instruments before commencement of the actual research study. Data was presented in tables, bar and linear graphs. Findings indicated that the upper quartile achievers had higher scores in internal locus of control but not study habits and self-efficacy. Students at lower level of achievement performance reported stronger study habits and self-efficacy compared to their upper performance counterparts. Bio-demographic factors (age, gender, school level, residential status) had very little, if any, influence on students level of study habits, self- efficacy and internal locus of control. The study recommended that stakeholders especially parents, teachers and other significant members of the community should endeavour to help students acquire and develop strong internal locus of control in order to be able to actualize their study habits and self-efficacy to attain higher academic performance and achievement as would be expected of students reporting such levels in study habits and self-efficacy in academic environment. / Educational Psychology / D. Ed. (Psychology of Education)

This study aimed at identifying the models that best explain the student-related factors that contribute to the academic performance of students in the university. Students' final high school grade, English Language proficiency, self-regulatory learning strategies and extrinsic goal orientation are observed to generally have direct effects on the academic performance of the students in the university, while attitudes, intrinsic goal orientations, personality traits and age have indirect effects. Student mentors need to understand the factors that contribute to the academic performance of undergraduate students. Further research is also deemed necessary in other universities in Kenya in order to establish whether similar results would be obtained. / Educational Studies / D. Ed. (Philosophy of Education)

The main purpose of this study was to investigate the differential levels of study habits between upper and lower academic achievers in secondary school in Embu County, Kenya. The study explored the current literature related to the study and carried out an empirical investigation towards this end. The target population for the study comprised all Form 4 secondary school students in all public secondary schools in Embu County. The student study samples were drawn from 50 out of 156 public secondary schools in the County. Students were drawn from both county and district level of secondary schools. Purposive sampling was used to select the uppermost and lowermost academic achivers over a period of two preceding years. Data was collected by using differently marked questionnaires for prio-determined uppermost and lowermost academic achievement groups of respondents. Each questionnaire comprised of four sections: Bio-demographic information, study habits, internal locus of control and self-efficacy. Self-efficacy and locus of control are some of the covert study habits. Data collected was analysed using descriptive statistics (percentages, means, distribution, and standard deviation) and inferential statistics especially analysis of variance (ANOVA). A pilot study was undertaken to check and enhance on the validity and reliability of the research instruments before commencement of the actual research study. Data was presented in tables, bar and linear graphs. Findings indicated that the upper quartile achievers had higher scores in internal locus of control but not study habits and self-efficacy. Students at lower level of achievement performance reported stronger study habits and self-efficacy compared to their upper performance counterparts. Bio-demographic factors (age, gender, school level, residential status) had very little, if any, influence on students level of study habits, self- efficacy and internal locus of control. The study recommended that stakeholders especially parents, teachers and other significant members of the community should endeavour to help students acquire and develop strong internal locus of control in order to be able to actualize their study habits and self-efficacy to attain higher academic performance and achievement as would be expected of students reporting such levels in study habits and self-efficacy in academic environment. / Educational Psychology / D. Ed. (Psychology of Education)