Abstract
The study examined the mediating role of learning strategies in the relationship between achievement goals and academic achievement. The study sample consisted of 597 students selected from 13 schools using purposive, stratified, proportionate and simple random sampling procedures. The study adopted a correlational research design to establish mediation of learning strategy in the relationships between achievement goals on academic achievement. Students’ achievement goals and learning strategy scales were adapted to measure achievement goals and learning strategies. Results of the study showed that there was a partial mediation of deep learning in the relationship between mastery goals and academic achievement. Partial mediation of surface learning strategy was equally reported, in the relationship between performance-approach goals and academic achievement.
Highlights
The results indicated that mastery-approach goals predicted the use of the deep learning strategy (β= .26), while, performance-approach goals predicted the use of the surface learning strategy (β= .15)
From the review of related literature, there was evidence that substantial studies on achievement goals and learning strategies and academic achievement have been done. These studies had been carried out in western countries where the learning experiences could be very different from that of Kenya. Many of those studies used samples from college undergraduate students and elementary schools and the results may not be generalised to the high school population
The predictor variable in the study was achievement goals. It had three levels: mastery, performance-approach, and performance-avoidance. It was measured at an interval level of measurement using scores on adapted scales
Summary
2.1 The Mediation of Learning Strategies in the relationship between Achievement Goals and Academic Achievement. The results showed that academic achievement was positively correlated with mastery goals, performance goal and deep learning but negatively correlated with avoidance goals and surface learning. The findings showed significant negative correlations between avoidance goal orientation and deep learning strategy. The first study examined the predictive relationship between mastery-approach goals and deep learning strategy. The first study tested the relationship between performance-approach goals and surface learning strategy It investigated whether avoidance goals discouraged deep and surface learning strategies. The study reported that performance-approach goals predicted high usage of a surface learning strategy (β=.26). Examination of the links between achievement goals, learning strategies and exam performance showed that students who adopted performance-approach goals scored high grades on the exam (β=.18). The data collection method adopted by the study made it impossible to control for gender differences
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