Browsing by Author "KARIMI, DINAH"

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    LECTURERS’ EXPECTATIONS AND STUDENTS’ ENGAGEMENT ON ACADEMIC PERFORMANCE IN GRETSA UNIVERSITY, THIKA CAMPUS, KENYA
    (Gretsa University, 2025-10) ODHIAMBO, DICKENS; KARIMI, DINAH; LAVINE, GRACE; NASIMIYU, NELLY
    This study examined on the influence of lecturers' expectations and student engagement on academic performance at Gretsa University, Thika Campus.This research was carried out in line with the following objectives; to determine lecturers expectation on academic performance in Gretsa University Thika, Kenya, to establish student engagement on academic performance in Gretsa university Thika, Kenya and to establish students academic performance in Gretsa university Thika, Kenya.This research examined how lecturers' expectations affect students' emotional, behavioral, and cognitive engagement, subsequently influencing their academic success. the sample size of the study was 1230 which constituted 1110 students and 120 lecturers .Employing a mixed methodology, the study collected data through structured questionnaires distributed to students and to lecturers, that provided a comprehensive view of how various engagement factors interact with academic performance. Kobo collect toolkit was used to analyze the data collected. Findings revealed clear and supportive expectations from lecturers enhanced students’ motivation and resilience, leading to higher levels of engagement in areas such as class participation and assignment completion. When students perceived their lecturers hold high standards and believed in their abilities, they tend to show greater persistence, dedication, and academic success. This study underscored the importance of fostering positive, expectation-driven interactions within educational institutions to create an environment that maximized student engagement and achievement. It recommended that universities emphasized supportive lecturer-student relationships and established clear, high academic standards to cultivate an environment conducive for academic excellence