Self-Concept and Academic Achievement in Botswana Primary School-Leaving Examinations

Abstract

The objective of this study was to examine the relationship between pupils' self-concepts and their performance on the Botswana Primary School-leaving Examinations. Pupils with high self-concepts scored significantly better than pupils with low self-concepts in their over-all performance as well as in the subject matter examined, namely, Mathematics, English, Science, and Social Studies. The sample included 2559 (1517 girls and 1042 boys) pupils of standard seven drawn from a stratified random sample of 51 schools across Botswana. Their ages ranged from 12 to 14 yr., with a mean of 13.9 yr. Self-concept was measured by Self-appraisal Scale and their academic performance was based on the scores obtained in the final national examinations.

Multiple Dimensions of Adolescent Self-Concept

“…The size of the relationship between domain-specific and global selfconcepts and academic achievement was weak. These results are not supported by earlier research findings (Blair, 1972;Byrne, 1984;Fein et al, 1975;Mwamwenda and Mwamwenda, 1987;Simon and Simon, 1975) which reported that there is a significant positive relationship between self-concepts and scholastic measures. From the results of this study it appears that the value placed upon 'self' by this sample of African adolescents had little relationship to their academic performance.…”

“…The results of studies correlating self-concept with scholastic measures are also inconsistent. A body of research (Blair, 1972;Byrne, 1984;Fein et al, 1975;Mwamwenda and Mwamwenda, 1987;Simon and Simon, 1975) reports positive relations between self-concept and scholastic measures. However, some studies (Borislow, 1962;Hart, 1985;Peters, 1968;Thomas, 1973;Williams, 1973) have not found any association between self-concept and scholastic achievement.…”

Some Predictors of Mathematics Achievement among Black Secondary School Learners

“…In Nigeria, similar findings were obtained by Maqsud (1983), who found that academic self-concept was correlated with mathematics achievement. In similar vein, Mwamwenda and Mwamwenda (1987), concluded that grade 5 learners with high academic self-concepts in the former Bophuthatswana achieved higher average marks and higher marks in mathematics than other learners. In agreement with Western research findings, the global self-concept of Bophuthatswanan learners was found not to correlate with mathematics achievement (Maqsud & Kalique, 1991).…”