Academic Resilience as Correlate of Mathematics Performance among form Three Students in Kirinyaga County, Kenya

Good performance in mathematics serves as a gateway to national development and personal growth. Students who perform well in mathematics have access to many career opportunities which boost their confidence and enhances problem-solving skills which are essential in modern society. However, despite extensive research on determinants of mathematics performance, little attention has been given to psychological constructs such as academic resilience, especially within the Kenyan school setting. Over the last five years, mathematics performance in Kirinyaga West Sub-County has been below the average. This study therefore aimed to: determine the association between academic resilience and mathematics performance. The research was grounded in Albert Bandura’s (1986) Social Cognitive Theory and the research design employed was correlational. The target population comprised 1,900 students drawn from 32 public secondary schools. Participants were chosen through purposive, stratified sampling and random sampling techniques, giving a sample size of 384 learners. A total of 340 out of the 384 distributed questionnaires were completed and returned. Data were gathered using an adapted version of Academic Resilience scale by (Cassidy, 2016). To establish the validity and reliability of the research instruments, the researcher conducted a pilot study in a secondary school in Kirinyaga West Sub-County. To ascertain the validity of the research instruments, they were presented to the research supervisors for review and scrutiny. The reliability of the research instruments was determined using Cronbach's alpha coefficient. The data analysis incorporated both descriptive and inferential statistical techniques, including regression analysis and Pearson’s Product- Moment Correlation. Moreover, the findings indicated a significant positive correlation between academic resilience and mathematics performance (r (338) = .64, p < 0.05). Regression analysis indicated that academic resilience explained 41.1% of the variance in mathematics performance, F (1, 338) = 235.62, p < .001.The study concludes that higher levels of academic resilience are associated with improved mathematics performance. The study provides meaningful insights for policymakers and educators, highlighting the significance of fostering academic resilience to enhance learners’ performance in mathematics. The study recommends integrating strategies that promote, academic resilience especially in classroom activities.

Academic resilience, mathematics performance, Secondary school learners

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