RELATIONSHIP BETWEEN ACADEMIC SELFCONCEPT AND ACADEMIC PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS IN GHANA

Abstract

The study investigated the relationship between academic selfconcept and academic performance of Junior High School (JHS) students in Ghana. Differences between the academic self-concept of male and female students as well as students from urban and rural schools were also investigated. Participants were 756 male and 714 female JHS2 students randomly selected from 24 Junior High Schools through stratified sampling. Two research instruments namely, achievement tests in mathematics, English language, social studies and integrated science, and academic self-concept scale with a Cronbach alpha reliability coefficient (internal consistency) of 0.84 were used to collect data. Pearson product moment correlation coefficient and t-test were used in analyzing the data. The results showed a positive relationship between academic self-concept and academic performance of students. A significant difference was also found between the academic self-concept of students in urban and rural Junior High Schools with students in urban schools recording higher scores. The educational implications are discussed. This includes the suggestion that the actions and reactions of teachers, parents and significant others toward students should encourage, suggest, assure and reinforce the students that they are academically capable and competent.