Students Self-Efficacies Influence on the Attainment of KCSE Targets in Public Secondary School in Trans-Nzoia County, Kenya

Julius Moses Mambili – Doctoral student, Kisii University, Kenya.
Dr. George N. Areba – Department of Educational Administration planning and Economics, Kisii University, Kenya.
Dr. Gisore N. Billiah – Department of Educational Psychology, Kisii University, Kenya
Corresponding Author: gareba@kisiiuniversity.ac.ke

Received August 5, 2020; Revised December 10, 2020; Accepted December 20, 2020

Abstract: The attainment of students set academic targets is an indicator of success in any academic institution. However, students’ academic targets are rarely achieved. The objective of this study was to evaluate the extent to which students’ selfefficacy influences the attainment of targets at KCSE. The study was anchored on education production theory, complemented with correlation research design. The study targeted 101 public secondary schools, from which a sample of 21 Mixed Day, 4 Boys boarding, 5 Girls boarding school and 5 mixed day and boarding was derived. Stratified, random sampling method was used to sample schools while purposeful sampling was used to select the principals, directors of studies, form-three class prefects and Parents Association chairpersons as respondents. Structured questionnaires, interview schedules and document analysis were employed in data collection. Descriptive statistics aided in presenting qualitative data while pared sample t-test, ANOVA and Chi-square were used to test hypotheses. Results revealed, there is a positive statistical significant correlation between students’ self-efficacy and academic targets. The study provides insights to stakeholders on school-based students’ self-efficacy factors influencing the attainment of students’ targets at KCSE. The adoption of students mentorship and performance recognition programmes are recommended for the attainment of set targets.