Relationship between Academic Self-Concept and Academic Achievement among Secondary School Students in Kirinyaga County, Kenya
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Date
2024
Authors
Ndungu, Rahab Wanjiru
Mutweleli, Samuel M.
Journal Title
Journal ISSN
Volume Title
Publisher
EJES
Abstract
Low academic achievement may negatively impact on learners’ psychological well-being
and cause substantial stress on parents, who may subsequently pressure their children to
perform. There are many aspects that might be associated with low academic
achievement, including environmental, pedagogical, and psychological factors. This
study focused on one psychological factor, namely academic self-concept (ASC) among
learners in secondary schools. The purpose therefore was to determine the relationship
between academic self-concept and academic achievement among secondary school
learners in Kirinyaga East sub-county, Kirinyaga County. The study was founded on
Rogers’ (1959) self-concept theory. Using correlational research design, the researcher
aimed to draw inferences from a population of 2,500 students in form three across all
public secondary schools in Kirinyaga East sub-county. Three hundred and eighty
students from 12 schools were selected through proportionate, purposive, stratified, and
stratified random sampling techniques. A questionnaire incorporating an adapted ASCA
scale, as well as end-of-term examination records were used as instruments. Central
tendency, frequency counts, and distribution variability were utilised as descriptive
statistics, and correlation coefficient as inferential statistics. The results indicated that a
significant positive relationship was established between ASC and learners’ scores on
academic achievement (r (359) = .14, p< 0.01). Motivation, and creativity as domains of
ASC were significantly correlated with scores on academic achievement. The study
recommended that there was a need for the education ministry through its training and
capacity-building institutions to equip teachers with skills aimed at developing key
components of ASC. The study further recommended that schools ought to promote instructional strategies aimed at enhancing components of ASC found to have been
strongly linked to academic achievement.
Description
Article
Keywords
academic self-concept, academic achievement, teachers’ capacity building, student learning motivation, academic abilities
Citation
Ndungu, R. W., & Mutweleli, S. M. (2024). RELATIONSHIP BETWEEN ACADEMIC SELF-CONCEPT AND ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS IN KIRINYAGA COUNTY, KENYA. European Journal of Education Studies, 11(4).