Self-Concept, Gender and Academic Achievement of Secondary School Learners in Agricultural Science in the Zambezi Region, Namibia,

Abstract

Citation: Mashebe Percy Mashebe and  Africa Zulu (2022) Self-Concept, Gender and Academic Achievement of Secondary School Learners in Agricultural Science in the Zambezi Region, Namibia, British Journal of Education, Vol.10, Issue 3, pp., 101-114,

Abstract: The study investigated the relationship between academic self-concept and academic achievement of learners in Agricultural Science in three selected senior secondary schools in the Zambezi Region, Namibia. A sample size of 220 (made up of 110 males and 110 females) learners participated in the study. The purposive sampling technique was used to select the sample in three public secondary schools. Firstly, a self-reporting questionnaire using a modified 20 statements measuring the academic self-concept of learners was used to collect data on the academic self-concept of the learners in Agricultural Science. Secondly, an achievement test comprising of 20 multiple-choice items (with a coefficient of reliability of 0.70 to 0.80 was developed from the secondary school Agricultural Science syllabus and used to collect data on the learners’ academic achievement in the subject. Three hypotheses were tested using Pearson product-moment correlation and t-statistic at 0.05 level of significance. The results of the study found that there is no statistically significant correlation between the self-concept scores and academic achievement of the learners in Agricultural Science. There was no significant difference in the mean score of academic self-concept and academic achievement between male and female learners.

Keywords: academic achievement; Agricultural Science; Academic self-concept; beliefs; self-knowledge

DOI: https://doi.org/10.37745/bje.2013/vol10no3pp.101-114

Article Review Status: Published

Pages: 101-114 (Download PDF)

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