Abstract: The number of students quitting school before passing their matriculation examination is a major cause for concern. A highly qualified workforce is necessary due to the acceleration of technological advancement and the emergence of new, more challenging job prospects. Since underachievement hinders the growth of the labor force, each student should be encouraged to perform at his best level. A perfect school environment gives better chances of a better performance. However, many students in Kenya, particularly in Githunguri Sub-County, whose performance has been very low, and the underlying Social Adjustment Indices that influence their Academic Achievement at secondary school have not received appropriate research. Determining the Influence of Social Adjustment Indices on Academic Achievement among students in public secondary schools in Githunguri Sub-County, Kenya, was the main goal of the current study. Among students in public secondary schools in Githunguri Sub-County, the following objectives were set to determine the relationship between Social Withdrawal and academic achievement. The concurrent embedded research design was used using Creswell's mixed method technique. The selection of the participating schools and students was done using stratified random, purposive, and saturation sampling procedures. A population of 2787 students, 38 deputy principals, and 38 teachers of guidance and counselling were selected for the study, from which 350 form two students, 15 deputy principals, and 15 instructors of guidance and counselling made up the study sample. For data collection, the present study included questionnaires, interview schedules, and document analysis. A pilot study used 35 form-two students from four public secondary schools in the Githunguri Sub-County. Two specialists from Jaramogi Oginga Odinga University of Science and Technology verified the validity of the instruments. Using Cronbach's alpha, internal consistency was employed to determine the instrument's reliability, and a reliability coefficient above 0.7 was found. The Statistical Package for Social Sciences (SPSS) version 22.0 examined quantitative data. Inferential statistics involved Pearson Product Moment correlation coefficient, simple and multiple regression analysis, and ANOVA, and descriptive statistics covered frequency counts, percentages, averages, standard deviation, and variance. Hypotheses were evaluated at a 5% level of significance. Thematic analysis was employed to examine qualitative data. The results also showed a negative relationship between Social Disengagement and Academic Accomplishment (n=308, r = -.345; p.05). According to the present study's findings, Social Adjustment Indices should be incorporated into school guidance and counseling policies and practices since they have a major impact on academic attainment.
Keywords: Social Withdrawal, Academic Achievement, Students in Secondary Schools, academic attainment.
Title: Relationship between Social Withdrawal and Academic Achievement of Students in Secondary Schools in Kenya
Author: Dr. Henry Miringu Kibe, Dr. Oluoch James Ndege
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 11, Issue 2, April 2023 - June 2023
Page No: 208-224
Research Publish Journals
Website: www.researchpublish.com
Published Date: 11-May-2023
