Correlation Between Psychosocial Support and Chemistry Academic Achievement among Form Three Students in Narok North Sub-County in Narok County, Kenya

The purpose of the study was establishing the correlation between psychosocial support and Chemistry academic achievement. The study was anchored on Ecological Systems Theory of Human Development and Aspiration Theory and employed correlational research design to obtain quantitative data and targeting a population of all the 294 Form 3 students from 24 public schools in the Sub-County. Purposive sampling was used to select Narok North Sub-county and the Form Three class. Stratified and simple random sampling techniques were employed to sample 7 schools from 3 categories; boys boarding, girls boarding and co-educational schools. A sample size of 294 respondents comprising 147 boys and 147 girls were picked using Yamane Formula to participate in the study. Data was collected using Psychosocial Support and Educational Aspirations structured scales. Chemistry end of term one 2024 examination results accompanied the questionnaires filled by the participants. Findings from the study indicates a negative and significant relationship between psychosocial support and Chemistry achievement r (294) =-.125, p < .05. Further, in predicting the correlation between psychosocial support and educational aspirations on chemistry achievement, regression equation revealed that academic achievement was greatly predicted by communication dimension of psychosocial support. From the findings of the research, it was highly suggested that parents and teachers get involved in activities that can reinforce high psychosocial support and sustain high motivation among students. Further research was recommended in exploring ways to maintain high psychosocial support and sustained students’ motivation to ensure higher achievement among students.