Effect of academic resilience on learning outcomes of undergraduate student mothers in public universities in Western Region, Kenya

John Munyua Mwangi; Rose Opiyo; Manson B. Sichari

doi:10.51867/ajernet.7.4.9

Authors

John Munyua Mwangi Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0002-7846-8733
Rose Opiyo Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-6881-7859
Manson B. Sichari Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-9881-814X

DOI:

https://doi.org/10.51867/ajernet.7.4.9

Keywords:

Academic Resilience, Kenya, Learning Outcomes, Public Universities in Western Region, Undergraduate Student Mothers

Abstract

The academic achievement of undergraduate student mothers at public universities in the Western Region of Kenya is greatly impacted by academic resilience. Juggling motherhood and academic duties poses distinct challenges that can impede their capacity to perform on par with their peers. The aim of the research was to determine how academic resilience influences the learning results of undergraduate student mothers at public universities in Kenya's Western Region. Although there is research on student mothers, a gap persists in comprehending how psychosocial challenges and academic resilience influence their educational outcomes within public universities in Kenya's Western Region. The research was carried out with government-supported undergraduate student mothers at public universities in the Western Region of Kenya. It was based on the theory of academic resilience. A mixed-methods approach was utilized. The target population consists of one thousand three hundred thirteen (1313) participants. This includes one thousand two hundred seventy-three (1273) student mothers, four (4) Deans of Students, four (4) officers overseeing the gender and mainstreaming committee, four (4) Officers responsible for halls of residences, and four (4) Officers in charge of health facilities from each university, along with twenty-four (24) Department Chairs. A simple random sampling method was employed to choose 304 mothers who are students. Purposive sampling was employed to choose four (4) Deans of Students, four (4) individuals responsible for the gender and mainstreaming committee, four (4) officers overseeing halls of residence, and four (4) officers managing health facilities from every university, along with twenty-four (24) Department Chairs. Data were gathered using questionnaires, document analysis tools, and interview plans. The research instruments' validity and reliability were assessed via a pilot study. Analysis was conducted using descriptive statistics like means, frequencies, and percentages, along with inferential statistical methods such as multiple regression. The results of descriptive statistics and the data gathered from interviews indicated that academic resilience affects the performance of student mothers. The results showed that academic resilience had a positive and significant impact on learning outcomes, with regression coefficients of 2.031. The findings indicated that academic resilience reduces the negative impacts of psychosocial difficulties, leading to enhanced learning results. The research found that academic resilience can mitigate the adverse impacts of psychosocial difficulties. The research suggested that universities offer dedicated academic assistance for student mothers, such as tutoring, workshops on time management, and mental health counseling. The results of the study could guide focused intervention approaches to assist student mothers and may influence the development of educational policies in the Western Region, Kenya public universities.

Downloads

Download data is not yet available.

References

Ajayi, K. V. (2021). Commentary: COVID-19 and the vulnerability of single mothers in institutions of higher education. Family & Community Health, 44(4), 235-237. https://doi.org/10.1097/FCH.0000000000000304

Ajayi, K. V. (2021). Meeting the mental health needs of college student-mothers during the COVID-19 pandemic in the United States. Women, 1(3), 137-142. https://doi.org/10.3390/women1030013

Andres, K. P. (2021). Two faces of a mom: Student mothers' lived experiences in a state university. International Journal of Multidisciplinary: Applied Business and Education Research, 2(5), 406-412. https://doi.org/10.11594/ijmaber.02.05.06

Bustillo, R. C. T., & Sayson, J. A. V. (2024). Navigating the dual roles: Understanding the unique challenges of student-mothers in pursuit of higher education. Ignatian International Journal for Multidisciplinary Research, 2(2), 58-69. https://doi.org/10.5281/zenodo.10634332

Dasig, J. P. (2020). Challenges of student-mothers in the tertiary education of University of Perpetual Help System-DALTA. Journal of World Englishes and Educational Practices, 2(6), 29-33. https://doi.org/10.32996/jweep.2020.2.6.4

Evans, E., & Grant, C. (Eds.). (2020). Mama, PhD: Women write about motherhood and academic life. Rutgers University Press. https://doi.org/10.36019/9780813544984

Fang, G., Chan, P. W. K., & Kalogeropoulos, P. (2020). Social support and academic achievement of Chinese low-income children: A mediation effect of academic resilience. International Journal of Psychological Research, 13(1), 19-28. https://doi.org/10.21500/20112084.4480

Gilgun, J. F. (1991). Resilience and the intergenerational transmission of child sexual abuse: Frontline research and evaluation. In M. Q. Patton (Ed.), Family sexual abuse: Frontline research and evaluation (pp. 93-105). SAGE Publications.

https://doi.org/10.4135/9781483325613.n6

Huntington-Klein, N. (2021). The effect: An introduction to research design and causality. Chapman & Hall/CRC. https://doi.org/10.1201/9781003226055

Ikpeama, C. R., & Okoye, U. O. (2024). Perceived importance of social support on undergraduates' academic resilience in a Nigerian university: Where do social workers come in? Journal of Social Work in Developing Societies, 6(1), 74-90. https://doi.org/10.4314/jswds.v6i1.4

Juma, D. C. (2024). Motherhood in institutions of higher learning: The case of public universities in Kenya. Journal of the Kenya National Commission for UNESCO, 4(1). https://doi.org/10.62049/jkncu.v4i1.54

Kanana, K. R., Obonyo, J., & Wambu, C. K. (2021). Challenges, coping mechanisms and the support accorded to student-mothers in academic pursuit: A case study of Egerton University, Nakuru County. Advances in Sciences and Humanities, 7(3), 93-101. https://doi.org/10.11648/j.ash.20210703.17

Kensinger, C., & Minnick, D. J. (2018). The invisible village: An exploration of undergraduate student mothers' experiences. Journal of Family and Economic Issues, 39, 132-144. https://doi.org/10.1007/s10834-017-9535-6

Kisanga, S. E. (2022). Coping with educational barriers in Tanzanian inclusive education settings: Evidence from students with sensory impairment. Current Psychology, 41(7), 4750-4759. https://doi.org/10.1007/s12144-020-00977-w

Kisanga, S. E., & Matiba, F. M. (2023). Coping strategies student-mothers employ in pursuing higher education studies in Tanzania: A qualitative study. Current Psychology, 42(5), 4143-4154. https://doi.org/10.1007/s12144-021-01770-z

Kosgeys, K. M. (2021). Lived experiences of undergraduate student mothers in a public university in Kenya [Unpublished doctoral dissertation]. Moi University.

Lakens, D. (2022). Sample size justification. Collabra: Psychology, 8(1), Article 33267. https://doi.org/10.1525/collabra.33267

Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches (2nd ed.). Guilford Press.

Levey, E. J., Rondon, M. B., Sanchez, S., Williams, M. A., & Gelaye, B. (2021). Psychometric properties of the Spanish version of the 10-item Connor-Davidson Resilience Scale (CD-RISC) among adolescent mothers in Peru. Journal of Child & Adolescent Trauma, 14(1), 29-40. https://doi.org/10.1007/s40653-019-00295-9

Mahat, M., Blannin, J., Cohrssen, C., & de los Reyes, E. J. (2022). Academic resilience: Thriving in times of adversity. In M. Mahat, J. Blannin, C. Cohrssen, & E. J. de los Reyes (Eds.), Academic resilience: Personal stories and lessons learnt from the COVID-19 experience (pp. 139-152). Emerald Publishing. https://doi.org/10.1108/978-1-80262-387-120221009

Maisela, T., & Ross, E. (2018). The experiences of motherhood among black undergraduate students at a South African university: Reconciling competing roles. South African Review of Sociology, 49(2), 41-60. https://doi.org/10.1080/21528586.2018.1507835

Maluleke, U., Senekal, J., Munnik, E., & Somhlaba, N. (2023). Balancing dual roles as mothers and students like a walk on a tight rope? Reflections and experiences of student mothers at a South African higher education institution. South African Journal of Higher Education, 37(3), 140-160. https://doi.org/10.20853/37-3-5448

Matiba, F. M., & Kisanga, S. E. (2021). Student-mothers' experiences in Tanzania's higher education institutions: Motivational factors and challenges. Journal of Humanities and Social Sciences, 10(2), Article 9. https://doi.org/10.56279/jhss.v10.i2.5

Munyua, M. J., Were, D., & Amunga, J. (2022). Influence of student motherhood on academic performance in public universities in Western Kenya. East African Journal of Arts and Social Sciences, 5(2), 108-117. https://doi.org/10.37284/eajass.5.2.914

Musili, L. W. (2018). Motherhood experiences of postgraduate students at the University of Nairobi, Kenya [Doctoral dissertation, University of Nairobi].

Mwangi, J. M. (2022). Motherhood and its influence on learning among undergraduate student mothers in public universities in Western Kenya [Doctoral dissertation, Kaimosi Friends University].

Ngumuo, S. (2019). Experiences of pregnant female students at the University of Dar es Salaam, Tanzania [Unpublished master's dissertation]. University of Dar es Salaam.

Olson-Strom, S., & Rao, N. (2020). Higher education for women in Asia. In Diversity and inclusion in global higher education: Lessons from across Asia (pp. 263-282). Springer Singapore.

https://doi.org/10.1007/978-981-15-1628-3_10

Oyoo, M. A. A. (2024). Emotional burden among student mothers: Emotional burden, coping strategies, ways of helping student mothers combine multiple roles. In P. Aloka (Ed.), Mental health crisis in higher education (pp. 108-125). IGI Global. https://doi.org/10.4018/979-8-3693-2833-0.ch007

Pearson, N., Naylor, P.-J., Ashe, M. C., Fernandez, M., Yoong, S. L., & Wolfenden, L. (2020). Guidance for conducting feasibility and pilot studies for implementation trials. Pilot and Feasibility Studies, 6, Article 167. https://doi.org/10.1186/s40814-020-00634-w

Psaki, S., Haberland, N., Kozak, M. L., & Woyczynski, L. (2021). Girls' education roadmap: 2021 report. Population Council. https://doi.org/10.31899/pgy17.1026

Sangawe, I. S. (2021). The experiences of undergraduate student mothers in balancing between studies and mothering: A case of the University of Dodoma [Doctoral dissertation, University of Dodoma].

Torres, R. M. V., Sangala, L. J. T., San Jose, A. E., & Mortos, A. R. (2020). Untold stories of student-mothers' academic journey: A phenomenology. Journal of Studies in Social Sciences and Humanities, 6(4), 158-169.

Ungar, M. (2008). Putting resilience theory into action: Five principles for intervention. In L. Liebenberg & M. Ungar (Eds.), Resilience in action (pp. 17-38). University of Toronto Press.

Van Breda, A. D. (2001). Resilience theory: A literature review. South African Military Health Service, Military Psychological Institute.

Webber, L., & Dismore, H. (2021). Mothers and higher education: Balancing time, study and space. Journal of Further and Higher Education, 45(6), 803-817. https://doi.org/10.1080/0309877X.2020.1820458

Yamane, T. (1973). Statistics: An introductory analysis (3rd ed.). Harper & Row.