Relationship Among Type of School, Academic Resilience and Academic Achievement Among Secondary School Students in Kiambu County, Kenya

Abstract

This study investigated the relationship among type of school, academic resilience and academic achievement among secondary school students in Kiambu County, Kenya. A descriptive correlational design was used. A randomly selected sample of 390 students in the third year of secondary education was involved. The participants were drawn from four categories of secondary schools: Boys boarding, girls boarding, coeducational boarding and coeducational day. Data were collected using a demographic form and the California Healthy Kids Survey (CHKS) resilience scale. in the academic resilience scores when type of school was considered. The difference was in favour of girls' boarding schools. The mean academic resilience and achievement for boys' boarding was found to be significantly lower than that of girls' boarding, boys' day, and mixed day secondary schools. It was recommended that educational stakeholders should shift from considering type of school as being peripheral to academic outcomes and instead regard it as a key contributor to the educational outcomes of secondary school students.

The Effects of Learning Resilience and Stress on Student Learning Achievement

“…The results of this study support the results of research conducted that students who have academic stress levels are negatively related to social support and resilience [1,6,9,12]. Social support positively affects resilience.…”

“…This reaffirms the importance of considering national culture and context in academic resilience studies [5]. Because of the widespread recognition of academic resilience as a key factor in determining student success or failure, twenty-first century society requires that schools and teachers must increase the resilience of young people [6]. It will also provide a tool to maintain the academic success of those who travel well through school (and beyond).…”

“…Many formal curricula consider the process of developing adolescents in their designs. While attention is given to schools as an important arena for promoting various psychological strengths among students, a discussion of whether educators utilize the power of adolescents to guide them through their own learning process is not easily accessible [6].…”

Academic Resilience Among Deaf Learners During E-Learning in the COVID-19 Era

“…A plethora of research evidence on AR and its contributory factors among non-deaf learners in the pandemic is available globally (Bedrossian, 2021;Eva et al, 2020). Reports from past studies among nondeaf learners indicated that both personal and environmental factors account for variations in AR while AR among male and female learners is at variance (Bedrossian, 2021;Mallick & Kaur, 2016;NyamburaMwangi et al, 2018). Among the deaf, the acquisition of literacy skills via elearning interfaces can be difficult based on onset of deafness, the linguistic potential of the learners and/or the support received from others (Pappas et al, 2018).…”

Stakeholders’ Experiences on the Establishment and Sustainability of the Balay Paglaum

“…Under any circumstances, Balay Paglaum was generated as a shelter, a home and a venue for the IPs' enhancement of skills, academic excellence, an established center for numeracy and literacy that will produce lifelong learners and community with preserved culture. Mwangi (2018), concluded that stakeholders should have a paradigm shift from seeing the type of school as peripheral to academic achievement instead looking it as one of the catalyst of academic attainment among learners.…”