Self-efficacy and academic achievement among secondary schools in Kenya: mathematics perspective
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The purpose of this study was to determine the relationship between ‘SelfEfficacy’ and ‘Academic Achievement’ from a Mathematical perspective among secondary schools in Kenya. The study was carried out in Nyakach Sub-county. The objectives were: (a) To determine the level of Self-Efficacy among secondary school students in Kenya (b) To determine the relationship between SelfEfficacy and Academic Achievement among male and female secondary school students. (c) To determine gender perspective between self–efficacy and Academic Achievements among male and female secondary school students. (d) To come up with recommendations on Self-Efficacy and its effects on Academic Achievement. The study applied quantitative research design using descriptive research method. The target population was secondary school students in the County. The sample was 390 secondary school students. The results show that Self Efficacy levels and Academic Achievement of the students are average. The results from gender perspective show that male students seem to have a higher Self–Efficacy than their female counterparts. It was also observed that there is a significant difference in Self-Efficacy regarding male as compared to their female counterparts. The study findings further indicate that those with high Self- Efficacy perform better in Mathematics more often than those with lower SelfEfficacy. It seems like Kenyan secondary schools students do not all demonstrate sufficient sense of Self–Efficacy. They are therefore not likely to put forth the necessary effort or persist longer on a task when faced with the academic challenges. The students therefore do not adequately engage in self regulating processes. Thus they do not seem apply effective learning strategies. This could mean low Academic Achievement. There is need to explore the issue of Self – Efficacy as a predictor of Academic Achievement and to make the education fraternity aware of its implications and applications in motivation of students and learning process.
University of Nairobi