The Relationship between Self -Efficacy and Academic Performance in Mathematics and English Language among Secondary School Students in Nyamira County, Kenya
AbstractMathematics and English language are both perceived as very important in the education of both primary and secondary school national examination in Kenya. This is because mathematics is basic for modern scientific development and technology, and English is the language of instruction and also facilitates for communication in the world of work and for social-economic upward mobility. However, the national educational curriculum implementation process has not attained satisfactory academic achievement equitably across the genders. The curriculum examinations’ vast obsession with grades, cut-throat competition under fundamentally diverse and distinct circumstances to the exclusion, or how they are acquired and ability the levels. Managers of the pedagogy, teachers, and parents emphasize ranking system and the elitist principle of selecting out of school instead of recruiting into school but hardly take into account a very instrumental variable, self – efficacy. The primary objectives of study was to determine the relationship between gender differences in self-efficacy and academic performance, and the influence of self-efficacy on academic performance in Mathematics and English language in Nyamira County. The study employed both quantitative and qualitative research techniques. Participants were selected through purposive, stratified and simple random sampling procedures. A sample of 24 public secondary schools was selected for inclusion in the study. These constituted 30% of the total, in proportionate sampling. A total of 240 form four students were selected through simple random sampling for the study. Data was collected through a thirty item questionnaire to students. Data analysis was done using descriptive and inferential statistics.
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