Entry Behaviour, Learner Motivation, Self-Regulation and Academic Performance of First Year ICT Students: Evidence from Kibi Technical Institute

Augustine Weyage; Richard Adade

doi:10.55927/ijcs.v2i4.8934

Authors

Augustine Weyage University of Cape Coast
Richard Adade University of Cape Coast

DOI:

https://doi.org/10.55927/ijcs.v2i4.8934

Keywords:

Student Motivation, Academic Performance, Kibi Technical Institute

Abstract

The study investigated the impact of entry behaviour on academic performance among first-year ICT students at Kibi Technical Institute, while also exploring learner motivation and self-regulation as predictive factors. The study, rooted in motivation and self-regulation theory, utilized a positivist approach and an explanatory design. Data, gathered from 100 first-year ICT students using a structured questionnaire and academic records, were analysed using IBM SPSS Statistics v26. Results showed that self-regulation significantly predicted academic performance, whereas entry behaviour and learner motivation had insignificant effects. It recommends integrating self-regulation training programs into the curriculum to empower students with effective learning strategies and management techniques

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