ISSN 2329-9843
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (6), pp. 336-347, August, 2015. © International Scholars Journals
Full Length Research Paper
A study of self-concept and academic performance in Math and English among High School Students in Kenya
*Jerome Alan Sparks, Knute L. Philbin and Regis Theodore Bettis
Department of Educational Psychology, University of Notre Dame, Indiana.
*Corresponding author Email: [email protected]
Accepted 14 June, 2015
Abstract
This study examined the relationship between self-concept and students’ academic performance in math and English for high school students in Kenya. Participants included 1990 students from two same sex boarding schools-one for boys and the other for girls. Results showed there were sex and grade differences in academic performance and most aspects of self-concept. Specifically, girls did better in math. Performance in English was not significantly different. Grade level differences showed a downward trend relative to norms in both math and English performance with the lower grade levels performing better. This trend possibly related to the changing standards by the teachers. On the self-concept measures, boys rated themselves significantly higher than girls except for physical appearance. As the students progressed through each grade level, their perceptions of self increased. Study implications are discussed.
Keywords: Self-concept, academic performance, Math, English, high school, Kenya