RELATIONSHIP BETWEEN SELF-CONCEPT AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN NYERI COUNTY, KENYA

Abstract

Despite the use of appropriate teaching and learning approaches and the government investing resources to promote quality education, there is a continuous record of poor academic performance among students in National Examinations in Kenya. The purpose of this study was to determine the relationship between self-concept and academic performance among secondary school students. The objectives of the study were to establish the relationship between Self Esteem, Self-Motivation, self-efficacy and academic performance. The study was anchored on The Marsh/Shavelson model self-concept. The study employed Ex-post facto research design. The study targeted students from public secondary schools in Nyeri County, Kenya. Krejcie and Morgan (1970) formula was used to calculate the sample size of the students while Purposive sampling was used to select 25 teacher counselors. Data was collected using questionnaires, interview schedules and document analysis. Data from the questionnaire was first subjected to preliminary processing through validation, coding and tabulation in readiness for analysis with the help of the Statistical Package for Social Science (SPSS) to analyze data. Descriptive statistics was presented using frequencies, percentages and means. Correlation analysis was done to determine relationship that exists between the independent and dependent variables. Additionally, regression analysis was employed to determine the extent to which each variable explained student’s academic performance. Qualitative data was transcribed, thematically classified, arranged and reported in narrations and quotations in line with research objectives. Major findings from the study indicated that there was a significant positive correlations between Self-esteem (r = .800; p = .000), self-motivation (r = .732; p = .000), self-efficacy (r = .886; p = .000) and students’ academic performance. This implied that there was significant relationship between self-concept and students’ academic performance. The study concluded that Self-esteem, self-efficacy, Self-motivation and affected students’ academic performance in public secondary schools in Nyeri County. This study therefore recommended that there is a need to promote self-esteem through group discussions and celebratory events, providing motivational support through real-life examples and inspirational materials, establishing peer support networks, and conducting teacher training on constructive feedback and inclusivity. Additionally, schools should design tasks that emphasize effort-based success, introducing mentorship programs, incorporating emotional well-being activities into the curriculum, and engaging parents in nurturing these qualities at home through workshops and ongoing communication with educators. The study findings will be of significance to educators to understand the level of self-concept among students in secondary schools in order to employ an effective approach during the teaching and learning process.