Intrapersonal Conflicts Þÿ A N D S T U D E N T S _ A C A D E M I C Achievement Inpublic Universitiesin Western Kenya

ABSTRACT

Provision of university education to qualified Kenyans is fundamental to the success of

the Government’s overall sustainable development strategy. Academic achievement plays

a significant role in assuring quality education. University students have a similar

characterized life trend full of intrapersonal conflicts. This is caused by the usual ways of

modeling and ensuring they stay relevant to the demands of others and the environment.

As a result, undesirable outcomes such as frustrations, emotional stress and socially

destructive behaviors influence their academic performance. These outcomes have often

influenced academic achievement to a large extent. The purpose of this study was to

assess the influence of intrapersonal conflicts on students ‘academic achievement in

public universities in Western Kenya. Specific objectives of the study were to: determine

the influence of academic stress on students’ academic achievement in public universities

in Western Kenya; analyze the influence of academic anxiety on students’ academic

achievement in public universities in Western Kenya; examine self-esteem influence on

students’ academic achievement in public universities in Western Kenya, and evaluate

the influence of conflict intervention strategies on selected intrapersonal conflicts in

public universities in Western Kenya. Social cognitive theory by Albert Bandura and

developmental task theory by Robert Havighurst were used to guide the researcher. An ex

post facto and Survey method research were adapted. Cochran’s sample size formula was

used to calculate the sample size of third year university students. Stratified random

sampling was used to ensure gender is proportionately represented. Simple random

sampling technique was used to select student leaders, and Chairpersons of Academic

Departments in the respective universities. Purposive sampling technique was used to

select Deans of Students, and students’ counselors. Copies of questionnaire were used to

collect data from selected third year (2017/2018) cohort of students. In-depth Interview

schedules were used to collect data from Deans of Students, Students’ Counselors, and

Chairpersons of Academic Departments. The researcher used Focused Group Discussion

with student leaders. Cronbach’s alpha value for validity and reliability of instruments

was 0.678 for all items. Collected data was processed and analyzed using descriptive

statistics and inferential statistics (Chi-Square, Spearman’s rho Correlation and

Regression Analysis). Qualitative data was analyzed thematically and thereafter merged

for presentation. The findings of this study indicated that academic stress and anxiety

influenced university students’ academic achievement negatively. However, self-esteem

had a positive influence on university students’ academic achievement. It was noted that

when Kenyan public universities apply conflict intervention strategies, academic stress

and anxiety levels are reduced on one hand, while the self-esteem is improved on the

other hand thus academic achievement is enhanced in public universities in Western

Kenya. This study recommends that University Management of Public Kenyan

Universities should liaise with the Deans of faculties or schools, Chairpersons of

Academic Departments and work as a team to address intrapersonal conflicts. The Dean of

Students office as an advisor, counseling services offered are critical in higher education

institutions because academic achievement cannot be attained without considering

personal, social, psychological and emotional factors.