Factors Contributing to the Academic Performance of Students in a Private University in Kenya: A Case of Daystar University

By Florah K. Karimi.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

There are student-related factors that significantly contribute to the academic performance of undergraduate students in the universities. This study aimed at identifying the factors that contribute to the academic performance of undergraduate students in the universities, using Daystar University as a case. The study also sought to establish the perception of students on the factors that contribute to their academic performance in the university. The study employed both descriptive and path analyses in establishing the factors that contribute to the academic performance of students in the university.
Students’ final high school grade, English Language proficiency, self-regulatory learning strategies and extrinsic goal orientation were observed to have direct effects on the academic performance of the students in the university. On the other hand, self efficacy, locus of control, intrinsic goal orientations and personality traits were observed to have indirect effects on the academic performance of students in the university. Most of the students perceived the self-regulatory learning strategies to be the greatest determinant of their academic performance in the university.

There is need for students as well as their mentors to promote the positive contributors while discouraging the negative ones while enhancing the students academic performance in the university. Transitional issues from high school to tertiary level of education should not be overlooked as a factor contributing to the academic performance of students in the university. Further research is required on the external factors that contribute to the academic performance of students in the university. A replica of the same study in other universities within the country was also deemed necessary.

Keywords: Academic Performance, Undergraduate Students, Prior High School Grade, English Language Proficiency, Self-regulatory Learning Strategies, Goal-orientations, Attitudes, Personality Traits, Age

The International Journal of Learning, Volume 17, Issue 8, pp.63-76. Article: Print (Spiral Bound). Article: Electronic (PDF File; 684.311KB).

Dr. Florah K. Karimi

Assistant Commission Secretary, Curriculum, Commission for Higher Education in Kenya, Nairobi, Kenya

I am a holder of a Doctor of Education degree in Educational Psychology. Currently I co-ordinate the development of educational programmes for private universities in Kenya,assuring quality. Previously, I served as a registrar at the Daystar University in Kenya and also lectured in Research Methods and Psychology to both undergraduate and postgraduate students of the university. I have also been a lecturer in other universities in Kenya and, more specifically, in the areas of Programme Development, Educational Psychology and Tests and Assessments. My main interest is in seeing students reach their full potential in their academic programmes in the university.

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