Abstract: The study aimed to contribute to the existing body of knowledge on self-efficacy enhancement strategies while providing practical insights. Employing a structured qualitative survey, the research explored the experiences, perceptions, and challenges encountered by female engineering students at ULK Polytechnic Institute in their academic journey, with a particular focus on self-efficacy beliefs. The sample comprised 22 first-year students chosen for their willingness to engage in interventions aimed at improving self-efficacy, ensuring a varied representation of academic performance and backgrounds. Through comprehensive data collection and analysis, the study showed a range of self-efficacy perceptions among participants, highlighting the influence of individual experiences and support networks on confidence levels. Importantly, interactions with faculty, peers, and mentors emerged as pivotal factors influencing students’ confidence in their engineering abilities. Recommendations included the implementation of mentorship programs, raising inclusive learning environments, and organizing workshops to strengthen confidence and resilience among female engineering students. The study further emphasized the significant contribution of practical learning experiences to enhancing self-efficacy levels in engineering education.

Abstract: The study attempted to establish commitment level to career choice of pre-service education students in six public and private universities in Kenya. The third and fourth year pre-service education students were the respondents. Correlational research design and concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to be moderately committed to their career choice. The study recommends Improvement of career guidance in schools so that students clearly understand and choose careers in relation to their interest and abilities because this will increase their commitment to their career choices and reduce the job hopping being experienced in the world of work.

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.