| dc.description.abstract | The present study sought to investigate on self-monitoring learning strategy as predictors on academic
performance of English language among students public secondary schools in Marani Sub County. The study adopted
Information Processing Model and metacognitive theory. The study employed a mixed concurrent method approach which
combined Solomon Four group experimental design and open ended interviews. The study target 23 public secondary
schools with a population of 1397 form three students, 27 teachers of guidance and counseling and 49 teachers of English
language. Stratified random sampling technique was utilized to obtain four study groups that had a sample size of 283
students. The participants from the four groups were randomly assigned into experimental and control groups. Purposive
sampling technique was used to select twelve (12) teachers of English and (8) teacher counselors. Reliability of the tools
was established through Cronbach Alpha and test retest which yielded a correlation coefficient of 0.80. Face, content and
construct validity was ascertained by the University supervisors who provided expert judgment. Triangulation method was
used to measure the validity of the research instruments. Data was collected using metacognitive learning questionnaires
pretest/posttest scores and open ended interviews. Analysis of quantitative data was done through multiple regression,
linear regression and Pearson Product Moment Correlation analysis. Concerning qualitative data, thematic analysis
framework was used. The study established a positive and significant (r = .241, n=271, p<.01) of self-monitoring learning
strategy on academic performance of English performance. Study concluded that self-monitoring learning strategy was
efficient in improving the academic performance of English language among students in public secondary schools | en_US |
