Self-Planning Learning as Predictor on Academic  Performance of English Language among Students in  Public Secondary Schools in Kenya

Omare Justine Momanyi, Peter Jairo Aloka2, Robert Ochieng

Self-Planning Learning as Predictor on Academic Performance of English Language among Students in Public Secondary Schools in Kenya

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Date

2019

Authors

Omare Justine Momanyi, Peter Jairo Aloka2, Robert Ochieng

Publisher

International Journal of Psychology and Behavioral Sciences

Abstract

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.