Problem-Solving Personality Characteristics as Predictors of Academic Achievement among Learners with Exceptional Potential in Public Primary Schools in Nairobi County

Abstract

Learners with exceptional potential exhibit personality characteristics that make them manifest different competencies to undertake tasks that their peers cannot. However, in Nairobi County, the learning competencies of talented and gifted pupils in public primary schools are below average. Thus, the purpose of this study was to determine personality characteristics as predictors of academic achievement among learners with exceptional potential in public primary schools in Nairobi City County, Kenya. The study adopted a field survey research design. The target population comprised 3,247 teachers and 19,863 learners in classes VI–VIII, totaling 23,110 participants, from which a sample of 391 respondents was determined using Yamane’s formula. Stratified sampling was used to create 17 strata based on the number of sub-counties in Nairobi County. From each sub-county, 13 teachers and 10 learners with exceptional potential in classes were randomly selected. This procedure involved a sample of 221 teachers and 170 learners with exceptional potential in classes VI–VIII. Questionnaires were used to collect data from teachers and learners. A pilot study was conducted among 40 respondents from a sample of public primary schools in Nairobi County to establish validity and reliability. Validity was ascertained based on the views of experts in educational psychology and special needs. Reliability was determined using the split-half technique, and the reliability coefficient, r = 0.725, was obtained using Cronbach’s alpha method, which indicated high reliability. Qualitative data were analysed thematically along the objectives and presented thematically in narrative forms. Quantitative data were analysed descriptively using frequencies and percentages and inferentially using regression analysis. Results indicated that gifted learners in Nairobi County public schools exhibited positive self-concept characteristics, practiced self-regulated learning, engaged in problem-solving frequently, and benefited from achievement motivation. Also, analysis of the results addressing the null hypothesis showed that problem-solving has a statistically significant influence on academic achievement among learners with exceptional potential in public primary schools in Nairobi County (t = 3.068, p<0.05). These findings show that learners with exceptional potential manifest different problem-solving characteristics, which are key predictors of their academic achievement in public primary schools. Most of the learners with exceptional potential usually observe and evaluate situations before seeking solutions to a problem and usually identify and analyse patterns of the problem before seeking a solution to it. In other words, learners with exceptional potential who observe and evaluate situations, identify and analyse patterns, identify opportunities, and persist in seeking solutions to tasks register impressive academic competencies and achievement. It was recommended that teachers and parents create an appropriate learning environment for gifted pupils in public schools to create a positive self-concept, motivation, regulated learning, and problem-solving approach to improve their academic achievement.