Document Type

Article

Publication Date

9-2010

Keywords

Self-concept, academic performance, Math, English, high school, Kenya

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.

Faculty

Faculty of Human & Social Sciences (FHASS)

Journal

Educational Research

Volume

1

Issue

8

First Page

263

Last Page

275

Version

Publisher's version

Peer Reviewed/Refereed Publication

yes

Terms of Use

Terms of Use for Works posted in SOURCE.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Original Publication Citation

Mucherah, W., Dixon, F., Hartley, K. & Hardin, T. (2010). Perceptions of self-concept and actual academic performance in Math and English among high school students in Kenya. Educational Research. 1(8), 263-275.

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