Influence of efficacy expectation on mathematics achievement among students in secondary schools in Kenya

Achievement in Mathematics has remained a challenge to many students at secondary school level in Kenya, for example students in Vihiga Sub-County. While most studies have focused on: school related factors, subject related factors and teacher related factors as predictors of students’ achievement in Mathematics, very scanty literature is available on the Efficacy expectations, an indication that this area has minimally been researched. Despite the government’s effort in strengthening the subject, its performance is still wanting. The main objective of the study was to measure the influence of efficacy expectation on Mathematics achievement among students in secondary schools in Vihiga Sub-county. The Self-determination theory in formed the study. The study adopted Mixed Methods approach and the Sequential Explanatory Design was used. The study targeted 1483 form four students, 35 Mathematics teachers, and 27 teacher counsellors. A sample size of 445 students, 11 Mathematics teachers, and 9 teacher counsellors were selected using stratified random, purposive and purposive sampling techniques respectively. Quantitative data was collected using a Students’ Questionnaire while qualitative data was collected using interviews from students, teacher counsellors and Mathematics teachers. Students’ achievement was assessed using K.C.S.E Exam results of the year 2017. Reliability of the questionnaire was ensured by Cronbach’s alpha and a coefficient of alpha >0.7 was reported. Normality of data was tested by using Kolmogorov-Smirnov and Shapiro-Wilk (W) tests. Descriptive statistics such as frequencies and percentages were used to analyze quantitative data from questionnaires, while inferential statistics such as Regression Analysis and Pearson correlation coefficient were used to analyze quantitative data. On the other hand, thematic framework was used to analyze Qualitative data. The study found that there was statistically significant, though weak, positive correlation (r=.142, n=396, p=.005) between self-efficacy of expectation and Mathematics achievement. The findings showed that self-efficacy of expectation predicted the achievement in Mathematics among secondary school students. The study recommended that the Kenya Institute of Curriculum Development should consider developing curriculum with Self efficacy expectations in them for use in institutions of learning. This would enable students to change their sum total behavior thus improving their achievement. This is because the study reported that self-efficacy expectation has positive influence on Mathematics achievement among students in secondary schools.