Relationship between Academic Self-Concept and Academic Achievement among Secondary School Students in Kirinyaga County, Kenya

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dc.contributor.authorNdungu, Rahab Wanjiru
dc.contributor.authorMutweleli, Samuel M.
dc.date.accessioned2024-05-06T12:30:48Z
dc.date.available2024-05-06T12:30:48Z
dc.date.issued2024
dc.descriptionArticleen_US
dc.description.abstractLow 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.en_US
dc.identifier.citationNdungu, 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).en_US
dc.identifier.urihttps://oapub.org/edu/index.php/ejes/article/view/5285
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27841
dc.language.isoenen_US
dc.publisherEJESen_US
dc.subjectacademic self-concepten_US
dc.subjectacademic achievementen_US
dc.subjectteachers’ capacity buildingen_US
dc.subjectstudent learning motivationen_US
dc.subjectacademic abilitiesen_US
dc.titleRelationship between Academic Self-Concept and Academic Achievement among Secondary School Students in Kirinyaga County, Kenyaen_US
dc.typeArticleen_US
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