Influence of student’s self-efficacy on Classroom Performance among form four Students in Selected Public Secondary Schools in Mogotio Sub-county, Baringo County, Kenya

Abstract

Academic performance among students particularly those completing their form four class has been of major concern by stakeholders in many countries. Good performance in national examinations is perceived to be a spring board to many career opportunities among the form four leavers. Many measures which have been put in place have specifically focused more on extrinsic motivation with less emphasize on the importance of intrinsic motivation too. Therefore, the purpose of this study was to establish the relationship between a student’s self-efficacy and classroom performance among students in selected public secondary schools in Mogotio Sub-County, Baringo County, Kenya. To achieve this objective, the study adopted ex-post facto research design. Proportionate stratified sampling technique was used to select participants from 18 public secondary schools out of which a sample of 200 participants were selected from a targeted a population of 1779 form 4 students. Data was collected using Students’ Motivation Questionnaires (SMQ). Data was collected using a self administered questionnaire. Data was analyzed using descriptive and inferential statistics. The hypotheses were tested using Pearson Correlation Coefficient at p=.05 (level of significance).The findings revealed that self-efficacy variable had the most significant relationship with students’ academic performance in secondary schools at (r=0.707), therefore, the study concluded that there was influence of self-efficacy and classroom performance among students in selected public secondary schools in Mogotio Sub-county, Baringo County, Kenya. The implication of this finding was that  school administrators; teachers and counselors can organize school motivational programmes to enhance self-efficacy whose consequence is improvement of classroom performance.  From the findings of the study it is recommended that teachers  assess students’ self-efficacies then offer important, motivational tasks that would encourage and promote students’ confidence in their abilities.

KEYWORDS: Student’s self-efficacy and classroom performance of students.