This study investigated the effect of Self-efficacy Beliefs and Metacognition on Academic Performance among high school students using a mixed method approach. A total of 2,138 form four (12 th grade) students participated in the study. The mixed-method study consisted of a quasi-experimental approach and in-depth interviews. Quantitative data were collected from self efficacy questionnaire (SEQ), biology ability test (BAT), genetics problem solving test (GPST) and metacognitive prompting questionnaire (MPQ). Qualitative data were collected using in-depth interviews. Quantitative data were analysed using both descriptive and inferential statistics (hierarchical linear regression and factorial ANOVA). Qualitative data were coded, categorized and reported thematically. Regression analysis indicated that self-efficacy was a strong predictor of academic performance. ANOVA analysis displayed statistically significant differences in metacognition in form of metacognitive prompts between groups. Gender effects were also noted with female students outperforming male students on the genetics problem solving test. Subsequent qualitative data suggested that highly efficacious students did better on the tests than less efficacious students. The metacognitive prompting experience provides a rich environment for the development of metacognitive strategies that can promote problem solving skills among high school students.

This study examined and compared science teacher efficacy beliefs of elementary pre-service teachers in Kenya and U.S.A. by surveying 168 Kenyan and 189 US Pre-service teachers through a cross-sectional survey research design. Data were collected using STEBI-B scale, an inventory developed by by Enochs and Riggs (1990), with a reported Cronbach's Alpha coefficients as 0.90 and 0.76 for Personal Science Teacher Efficacy (PSTE) and Science Teacher Outcome Expectancy (STOE), respectively. Data were analysed both descriptively (means and standard deviations) and inferentially using a 2 x 2 factorial MANOVA. The dependent variables were PSTE and STOE scores. The independent variables were participant gender and country of origin. Results indicate a significant interaction between gender and country. There was a significant main effect for country but not for gender. With a significant MANOVA, follow-up univariate ANOVA tests indicated a statistically significant difference in the PSTE with USA scoring higher on average and a significant difference in the STOE score with Kenya scoring higher. Implications for teacher education programs are discussed.

This study investigated sustainability of the methods used to manage plastic bag waste in Nairobi city, Kenya. Plastic bag waste appears in very high proportion in the municipal solid waste stream in Nairobi and is causing environmental problems such as choking of animals and soils; blockage of waterways; health problems, and resource depletion. Having knowledge of the methods used to curb this problem is one way of seeking lasting solutions aimed at sustainable development. The study adopted a mixed methods approach in which both quantitative data through a survey and qualitative data through focus group interviews and observations were collected. Results revealed that the problem of plastic bag waste is a consequence of ineffective by-laws on littering and illegal dumping; inadequate garbage collection by City Council of Nairobi (CCN), and throw-away culture by the public. It is recommended that CCN and reinforcing authorities such as National environmental Management Authority effectively enforce Solid Waste Management policies and guidelines and establish an elaborate recycling system for sustainable plastic bag waste management. The findings will shed more light on dynamic relationship of the variables and concepts involved in plastic bag waste production and management and promote proper planning and decision-making at CCN.

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The desire of every teacher and every educator is to improve academic performance in schools and colleges. Meaningful teaching and learning requires flexibility, creativity and responsibility in order to provide a conducive learning environment able to respond to the learner's individual needs. A host of research has been conducted to investigate various factors that influence academic performance. Among such factors is the preferred learning styles of learners. A quasiexperimental pre-test post-test non-equivalent control group design was conducted to investigate how three learning styles (visual, auditory and kinaesthetic) and three teachers' instructional strategies (guided-inquiry, cooperative learning and direct instruction) predict academic performance (achievement test scores and acquisition of science process skills) in Physics practical work while controlling for gender. A sample of five hundred and nineteen (519) form three physics students were selected through multistage sampling procedures (purposive sampling, proportionate stratified random sampling and simple random sampling). Physics Achievement Tests 1 and 2 (PAT1 & PAT2), Learning Style Questionnaire and Physics Process Skills Checklist (PPSC).Teachers' Instructional Guides on Guided-Inquiry (TIGITS), Cooperative (TIGCTS) and Direct Instructional Strategy (TIGDITS) were used to collect quantitative data.. Validity and reliability of the instruments were assessed. Data were analysed using multiple Linear Regression test. Results indicated that while Teachers' Instructional Strategies contributed significantly to the model (B= 3.266, p<.05), Students' learning Styles did not (B= .717, p=.412). These findings have implications to educators, teachers, learners, and ministry of education stakeholders. Recommendations are provided.