Browsing by Author "Omare Justine Momanyi, Peter Jairo Aloka, Robert Ochieng"

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    Self-Monitoring Learning Strategy as Predictor on Performance of English Language among Students in Public Secondary Schools in Kkenya
    (International Journal of Advanced and Multidisciplinary Social Science, 2019) Omare Justine Momanyi, Peter Jairo Aloka, Robert Ochieng
    The present study sought to investigate on self-monitoring learning strategy as predictors on academic performance of English language among students public secondary schools in Marani Sub County. The study adopted Information Processing Model and metacognitive theory. The study employed a mixed concurrent method approach which combined Solomon Four group experimental design and open ended interviews. The study target 23 public secondary schools with a population of 1397 form three students, 27 teachers of guidance and counseling and 49 teachers of English language. Stratified random sampling technique was utilized to obtain four study groups that had a sample size of 283 students. The participants from the four groups were randomly assigned into experimental and control groups. Purposive sampling technique was used to select twelve (12) teachers of English and (8) teacher counselors. Reliability of the tools was established through Cronbach Alpha and test retest which yielded a correlation coefficient of 0.80. Face, content and construct validity was ascertained by the University supervisors who provided expert judgment. Triangulation method was used to measure the validity of the research instruments. Data was collected using metacognitive learning questionnaires pretest/posttest scores and open ended interviews. Analysis of quantitative data was done through multiple regression, linear regression and Pearson Product Moment Correlation analysis. Concerning qualitative data, thematic analysis framework was used. The study established a positive and significant (r = .241, n=271, p<.01) of self-monitoring learning strategy on academic performance of English performance. Study concluded that self-monitoring learning strategy was efficient in improving the academic performance of English language among students in public secondary schools.
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    Self-Planning Learning as Predictor on Academic Performance of English Language among Students in Public Secondary Schools in Kenya
    (International Journal of Psychology and Behavioral Sciences, 2019) Omare Justine Momanyi, Peter Jairo Aloka, Robert Ochieng
    The purpose of the study was to establish the effect of self-planning learning strategy on the academic performance of English language among students in public secondary schools. The study adopted Information Processing Model and metacognitive theory. The study employed a mixed concurrent method approach which combined Solomon Four group experimental design and open ended interviews. The study target population involved 1397 form three students from 23 public secondary schools, 27 teachers of guidance and counseling and 49 teachers of English language. Stratified random sampling technique was utilized to obtain four study groups that had a sample size of 283 students. The participants from the four groups were randomly assigned into experimental and control groups. Purposive sampling technique was used to select twelve (12) teachers of English and (8) teacher counselors. Cronbach Alpha was used to determine the reliability of the instruments of which a correlation coefficient of 0.80 was obtained. Face, content and construct validity was affirmed through experts’ judgment by the University supervisors. Triangulation method was used to measure the validity of the research instruments. Data was collected using pretest/posttest scores, metacognitive learning questionnaires and open-ended interviews. Pretest/posttests were administered provide data on students’ academic performance on English language. The self-planning learning strategy questionnaires were used students to gather data on the application of metacognitive learning strategy on English language. Quantitative data was analyzed using Pearson Product Moment Correlation and linear regression statistical techniques while qualitative data was analyzed using thematic analysis framework. Pearson Correlation results revealed that there is a positive and statistically significant (r = .149, n=270, p=.014) effect of self-planning learning strategy on academic performance on English language. It can be concluded that self-planning enhances academic achievement among students. Its recommended that teachers of English should adopt self-palling learning strategy should be infused in the teaching and learning process of English language among students in secondary schools.