Academic Burnout and Academic Achievement among Secondary School Students in Kenya
Syprine Oyoo, Peter Mwaura, T. K. Kinai, Josephine Mutua
Abstract
The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement ( r (712) = −0.24, <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" id="M1"><mml:mi>p</mml:mi><mml:mo><</mml:mo><mml:mn>0.01</mml:mn></mml:math>). Furthermore, regression analysis revealed that academic efficacy significantly predicted academic achievement ( β = 0.18, <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" id="M2"><mml:mi>p</mml:mi><mml:mo><</mml:mo><mml:mn>0.01</mml:mn></mml:math>). A key implication of the findings is that examination-oriented approach to learning be reduced to ease the pressure exerted on learners for good academic grades.