The Contribution of Students’ Personal Effort in their Academic Performance in Vihiga County, Kenya

Abstract

This study examined the relationship between students’ role performance (SRP) and their academic performance based on a study conducted in secondary schools in Vihiga County, Kenya. In the study, students’ role performance was considered one of the major psychosocial factors that influence students’ academic performance. The study used a correlation research design and subjects were randomly selected from twenty- one public secondary schools. Questionnaires of the five point Likert type were used to collect data pertaining to students’ role performance and students’ academic performance were obtained from school records. Multiple regression analysis was the main technique of data analysis. The findings of the study showed that student’ role performance made significant contribution to the students’ academic performance. However, student role performance had a negative effect on students’ academic performance. Students with positive attitude towards their academic work and their teachers and who attend school regularly perceive themselves as high achievers and tend to perform better academically than those without such attributes. Student role performance contributes more significantly to students’ academic performance jointly with intelligence. Thus, students should be encouraged to seek advice from their teachers and fellow students in a bid to improve their academic performance. Further, teachers should employ teaching-learning strategies that encourages creativity at the expense of rote learning and parents should provide a home environment that promotes children intellectual development. The findings of the study enables teachers, principals, parents and other stakeholders to have a deep understanding of the effects of psychosocial factors on students’ academic performance.