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SELF ESTEEM AND ACADEMIC PERFORMANCE OF STUDENTS
IN PUBLIC SECONDARY SCHOOLS IN NDHIWA DISTRICT,
KENYA
BY
WILLIAM ODINGA OKOKO
A RESEARCH PROJECT REPORT SUBMITTED IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR MASTER OF
EDUCATION DEGREE IN THE DEPARTMENT OF
EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NAIROBI
2012
DECLARATION
Declaration by the student
This Research project is my original work and has not been presented for a degree
in any other University.
Name: William Odinga Okoko Sign_______________
Date_____________
E56/60587/2010
Declaration by the supervisor
This Research Project has been submitted for examination with my approval as a
University supervisor.
Name of supervisor: Prof. Lucy Wairimu Kibera, Ph.D
Department Educational Foundations
University of Nairobi
Signed_________________________________
Date___________________________________
ii
DEDICATION
This work is dedicated to my wives Caroline Odinga and Meresa Awuor, our children
David Otieno, Audrey Akoth , Deril Owino and Wycliffe Ochieng’.
iii
ACKNOWLEDGEMENTS
I am happy to acknowledge with gratitude, my supervisor Professor Lucy Wairimu
Kibera who was constantly guiding me on the best way to produce quality project work. I
also sincerely thank Mr. Muasya for his guidance on how to write a research proposal and
carry out a good research.
I wish to express my thanks to certain individuals without whom my research would have
been impossible. I thank Professor Samson Gunga for his valuable advice on my research
project on self esteem and academic performance of secondary school students
. I also thank the principals of the three schools who allowed me the permission to
conduct research in their schools. These were the principal Obera Boys High school,
principal Magina Girls School, and principal Aluor mixed secondary school. I also thank
the Form Four class teachers who accepted to respond to my questionnaires for my
research project.
Finally, I thank Caroline Odinga and Meresa Awuor for their stimulating encouragement
and moral support they extended to me as I worked for this research.
iv
ABSTRACT
Factors that influence an individual’s self esteem and academic performance include and
not limited to school environment, teachers, peers, and the hidden curriculum, as well as
demographic factors such as parents’ background affect learners self esteem as well as
performance. It was important to find out how these factors shape the student self esteem.
The recognition of self worth of learners or the lack of it can yield an observable trait in
the learners which would inspire them either to achieve or not to achieve an end in life.
The specific objectives of the study sought to : investigate the effects of self esteem on
academic performance of secondary school students of Homa-bay county; establish the
effect of age on self esteem and academic performance of the Form Four students in
Ndhiwa district, Homa-bay county; establish the effect of gender on self esteem and
academic performance of Form Four students in Ndhiwa district and finally, examine the
effect of teachers on students’ self esteem and their academic performance in Ndhiwa
district.
To satisfy the four objectives, the study used the descriptive survey research. The
researcher used structured and open- ended questionnaire. Data was gathered on school
factors and also on the feelings and perceptions about their self esteem and academic
performance. The result showed that the teachers, peers and co curricular activities as
well as parental background have an influence on self esteem and academic performance.
The findings of the study have revealed that:
i) some 58.33% of the students who performed well felt proud of their
performance and always felt like showing them to others.
v
ii) as far as age is concerned, the findings show that 64.33% of the students
interviewed had attained 18 years and above. (Nelson et al, 2006).
iii) more boys (50%) than girls (48.7%) aspired to obtain a first degree. On the
other hand, more girls than boys aspired to leave the school at Form Four
(10%) and (6.7%) respectively.
iv) nearly all the students said that they felt proud of their teachers who they felt
made them perform well.
The findings presented herewith seem to suggest that age and gender have influence
on self-
esteem and in turn academic performance of the students.
However, since the study was based on public secondary schools only, there is need
to investigate the self esteem of students in private secondary schools. In addition,
self esteem of pupils at primary level from private and public schools should also be
studied.
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TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study...................................................................................1
1.2 Statement of the Problem...................................................................................5
1.3Purpose of the Study...........................................................................................6
1.4 Objective of the Study.......................................................................................6
1.5 Research Questions............................................................................................7
1.6Significance of the Study....................................................................................7
1.7 The Scope of the Study......................................................................................8
1.8Limitations of the Study..................................................................................... 8
1.9 Definition of Terms............................................................................................9
CHAPTER TWO
LITERATURE REVIEW
2.1 The concept of self esteem...............................................................................10
2.2 Self esteem and gender...................................................................................10
2.3 Self esteem and academic performance ..........................................................12
2.4Peer relationships and self esteem....................................................................12
2.5 Parent-adolescent relationships........................................................................14
2.6Self esteem and parenting.................................................................................14
2.7Self esteem, Grade and Relationships...............................................................15
2.8 Indicators of Low and High self-esteem .......................................................15
2.9Maslow’s Theory of Needs...............................................................................16
2.10Conceptual Frame Work................................................................................ 18
CHAPTER THREE
RESEARCH METHODOLOGY
3.1Research Design..............................................................................................19
3.2The sample and sampling procedure.................................................................19
3.3Research Instrument..........................................................................................20
3.4 Data Gathering Procedure................................................................................20
3.5Data Processing and Analysis...........................................................................21
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3.6 Validity and reliability research tools .............................................................21
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
4.1Introduction.......................................................................................................22
4.2 Data Analysis.................................................................................................22
CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
5.1Summary...........................................................................................................39
5.2Conclusion........................................................................................................40
5.3 Suggested areas for further study.....................................................................41
APPENDICES
Appendix I: References......................................................................................... 42
Appendix II: Student Questionnaire..................................................................... 44
viii
CHAPTER ONE
INTRODUCTION
1.1. Background of the Study
The history of self-esteem as a concept began with known theorists in psychology.
William James and Mead (1890) were among the first ones. They postulated that self-
esteem was equivalent to success of a person divided by his or her pretensions. One’s
self-esteem would be academic success divided by how well one thinks he/she ought to
be doing. To increase the sum total of one’s self-esteem, one needs to boost successes or
diminish expectations for achievements. This continues to influence the understanding of
self-esteem (Wickline, 2003)
The self psychologist, Rogers (1954) was concerned with the general nature of subjective
experience of the individual’s acceptance of his/her experience. Bednar and Peterson
(1999), believed that each person constructs his/her unique view of reality through the
creative self.
Gordon Allport (1961) proposed that the growth of the awareness of self proceeds along
development learning lines. He identified 7 different aspects of self- hood. Self- esteem is
the third development stage of the proprium. It is the feeling of pride that results when
the child accomplishes things on the child’s success in mastering tasks
In 1979, Rosenberg conducted a study of the adolescent self-esteem and came up with
three classifications of the self- esteem: the extant self, the desired self, and presenting
self. Rosenberg cautions that no one knows the real self, but each individual creates and
ix
interprets images of the self. He differentiated between the self confidence and self-
esteem. To him self-esteem is more of affective sense of efficacy. As such, self
confidence may contribute to self- esteem but the two are synonymous.
Coopersmith (1967) cited evidence supporting the importance of self-esteem. He
concluded that people with feelings of inadequacy and unworthiness see themselves as
inferior and unable to generate inner resources to improve their situation. Feeling of
inferiority may result if it does not meet personal aspirations. In his antecedents of self,
he suggested four factors that contribute to the development of self- esteem. These are:
the values that the child perceives to have towards the self, the child’s experience with
success and his individual definitions of success or failure as well as the child’s style of
dealing with negative feedback or criticism.
The humanistic movement of 1950 and the self movement postulated by Carl Rogers and
others in 1960’s and 1970’s brought in the self enhancement view of academics, seeing
students’ self-esteem as the primary cause of academic achievement. Wickline, (2003)
Bednar and Peterson (1999) postulated that each person constructs his/her unique view of
reality. They further linked low self esteem with drug abuse, anti-social behavior, teenage
pregnancies and poor grades.
Research, mostly in western and European cultures, has established that self-esteem
concept, has a significant influence on students academic performance (Spinath et al...,
2006; Skaalvik and Valas; 1999). Students perceptions of the fit between their self
concept and academic demands are important for learning outcomes .However, there was
yet to be a significant amount of empirical investigation of whether these findings could
be generalized to other cultures beside, Western, European and Asian cultures .Of
x
particular importance to note was the limited research linking self-esteem concept and
academic performance on the continent of Africa (Mboya, 1986, Marsh and Ham, 2004).
If a person’s perceptions of self are formed through experience with and interpretations
of one’s environment, as posited by Marsh and Shavelson, then research from a cross
other cultures was warranted to reach hard and conclusive finding.
A research conducted in Kenya to investigate the relationship between self-esteem and
academic performance in Maths and English among High School students in Kenya
revealed that students in advanced grades had higher self-esteem (Herbert W. Marsh;
2006). This, the research indicated, could be due to the fact that students improve in
verbal and problem solving skills as they take more academic subjects in school (Nelson
et al, 2006).Participants included 1990 students from two boarding high schools in
Kenya. The participants ages ranged from 14-18 years old (mean grade =16.5). School 1
(all boys) had 983 participants and school 2 (all girls) had 1007 participants. The average
class size for both schools was 45. The size of the schools ranged from 1000-1120
students. Both schools were national schools and admitted only high ranking students
(those who scored 450+ out of 600 points on the 8th grade national examination).
Teachers in both schools were all graduates from the two main teacher training national
universities in the country (KIE 2001). Participation in the study was voluntary; both
parental consent and students assent were obtained prior to the data collection. The data
were collected from multiple sources using self-report and report cards for academic
performance measures during the second term (May - July) of the school year. The
students completed a 135 – item survey (Self – Description questionnaire – SDQ III).
The survey was administered in English.
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Teachers in these two schools appointed students in upper grades to be supervisors
(referred to as prefects /monitors) in various contexts such as classrooms, dormitories,
cafeteria and games in the teachers’ absence, especially in the dorms and during
preparation time, early in the morning and at night. Therefore students in the lower
grades looked up to the students in the upper grades for guidance and support. The upper
grades had also been at the school longer and knew how to play the ‘rules’. The head
student (i.e. one who is in charge of the entire school in the teachers absence), one in
charge of the dining hall, games, dorm and any club was always a 12 th grader. All these
responsibilities, privileges and opportunities in and by themselves would promote the 12 th
grades’ general self-esteem. In other words, as Marsh et al. (2002) theory concerning
reciprocal and mutually reinforcing situations illustrates, in this instance, social
acceptance and promotion to high office (head students, prefects, monitors) are reason for
an elevated self-concept and subsequent self-esteem. The changing standards by the
teachers, especially for students in higher grades (11th and 12th grades) who are preparing
for national examination which are usually vigorous and graded by external examiners
(KIE, 2001, Mwiria, 1990; Richard 2009) could attribute to better performance.
There were some limitations in the researcher’s statistical analyses that dictate caution in
the interpretation of the results. The researchers used teachers’ assigned grades to
measure students’ actual academic achievement. It is problematic to compare grades
assigned by different teachers, and the test scores in different years are not based on a
common metric. However, these teachers assigned scores served the purpose of the
study. In addition, previous studies using teachers’ assigned scores had found similar
results (Ahmavaara and Houston, 2007, Frank 2009. An ideal situation however, would
xii
have been to moderate school grades based on a common test, such as the entry test for
the 8th grade. In this case, there was no common test, and the entry test for year 8 was
only available for the 9th graders in one school.Since the above research was only based
on perceptions of self-concept and actual academic performance in Mathematics and
English only, there was need to further investigate how self esteem relates to overall
academic performance among high school students in Kenya.
The researcher also intended to investigate whether factors such as feeling of
competence, confidence, goal directedness and self efficacy lead to high self-esteem or
low self-esteem and their effect on academic performance. The researcher also hoped to
find out how social problems such as drug abuse, poor performance and anti-social
behavior relate to self-esteem. Finally, the researcher sought to find out how feelings of
unworthiness, depression, doubt personality maladjustment and deviant behavior relate to
self-esteem and academic performance in secondary schools.
1.2 Statement of the problem
In Kenya, academic performance of students at KCSE varies greatly at the end of their
four year program. This study aimed at finding out how school factors such as school
environment, teachers, peers and home factors such as parents and parenting style, parent
– adolescent relationships and demographic factors such as age, peer influence, gender
and peer statuses affect the students’ self-esteem in relation to their academic
performance.
xiii
1.3 Purpose of the study
The main purpose of the study was to examine how self esteem interacts with factors
such as school environment, teachers, peers as well as demographic factors such as age
and gender, among others influence students’ performance. On the basis of this aim, five
specific objectives were formulated
1.4 Objective of the study
The objectives that guided this study sought to;-
1 investigate the effect of self-esteem on academic performance of secondary
school students of Homa-bay County.
2 establish the effect of age on self esteem and academic performance of the form
IV students in Ndhiwa district, Homabay county.
3 establish the effect of gender on self esteem and academic Performance of form
IV students in Ndhiwa district
4 examine the effect of teachers on students’ self esteem and their academic
performance in Ndhiwa district.
1.5 Research Questions
On the basis of the study objectives outlined above, four questions were
formulated. These were:
1. What is the effect of self-esteem on academic performance of Kenyan
secondary school students of form IV in Ndhiwa district, Homa-bay County?
xiv
2. What is the effect of age on self esteem and academic performance of
secondary school students of form IV in Ndhiwa district, Homa-bay county?
3. What is the effect of gender on self esteem and academic performance of
students in Ndhiwa district?
4. How do teachers affect students self esteem and their academic performance
in Ndhiwa district?
1. 6 Significance of the study
Evaluation of students’ progress is very essential since it serves as a basis on which
education decisions concerning students are made. It is for this reason that knowledge of
factors that influence the outcome of academic achievement are to be clear to the
educators, parents and students so that standards of academic performance could be
enhanced. Self-esteem is instrumental to those planning and implementing the curricular,
not only within the confines of the family, but also within the school environment.
Greater understanding of how self-esteem influences adolescents would facilitate the
development of training curricular and enrichment programs that complement the
cognitive aspect of knowledge acquisition.
The negative effects of lack of a healthy sense of one’s self-esteem have been highlighted
by several studies (Mwiti 1989). These effects are however, amenable to change and this
would facilitate the development of positive interest in the learner to excel academically.
Such information would be useful to the stakeholders.
xv
1.7 The scope of the study.
The study was conducted in three public secondary schools in Ndhiwa district, Homa-bay
county in Kenya. The schools included one girls’ boarding school, one boys’ boarding
school and one mixed day/boarding school. Ndhiwa district was selected because it was
thought to have subjects who were reasonably homogenous. Due to time and cost, only
three public schools out of twenty five schools were surveyed. Ndhiwa district has only
two girls’ schools and two boys’ schools. The remaining twenty one schools are mixed.
Only one school from each category was selected.
1.8 Limitations of the study
Some respondents were dishonest in volunteering information on their perceptions of self
esteem. Furthermore the researcher dealt with some factors that had already taken place
e.g parenting styles and therefore could not be manipulated by the researcher.
1.9 Definition of terms
Academic performance- The study refers to strong desire to achieve good grades that
would lead to admission for university education.
Avoidance- A learned maladjustment response and anxiety. A self defeating behavior
pattern because it prevents the individual from re-approaching the feared stimulus.
Coping- A candid and realistic facing up to threatening situations that usually require
personal introspection, honesty and willingness to acknowledge openly the imperfections
of the self.
Desired self-The self one would like to be.
xvi
Extant self – The way one privately views one’s self.
Grade- Class or level or standard e.g grade 8, means standard eight.
High self- esteem characteristics- Willingness to express opinions, initiating friendly
contact, sitting with others during activities and speaking fluently.
Kubber- A substance that is abused by sniffing.
Low self esteem characteristics- Putting down others, teasing, name calling, failure to
express views, giving excuses for failure and bragging excessively about achievement.
Presenting self- The self one attempts to disclose to others.
Self efficacy- The explanation of successfully meeting the challenges and overcoming
the obstacles; a general sense of control of self and environment
Self esteem- A stable sense of personal worth or worthiness, the experience of being
competent to cope with the basic challenges of life.
xvii
CHAPTER TWO
LITERATURE REVIEW
This chapter reviews literature on various aspects of self-esteem and how these relate to
academic performance. This is followed by conceptual framework, on the factors that
influence self esteem and in turn affects academic performance.
2.1. The Concept of Self-esteem
Self-esteem refers to a person’s overall evaluation of his or her own worth. It
encompasses beliefs such as “I am competent”, emotions such as triumph, despair, pride
and shame. It can also apply to a particular dimension such as “I believe I am a good
writer and I feel proud of myself or I believe I am a good person and I am proud of that.”
Self-esteem can be equated to self worth, self regard, self respect, self love, and self-
integrity. In the mid 1969, Morris Rosenberg, a social learning theorist defined self-
esteem in terms of a stable sense of personal worth or worthiness. Self concept therefore,
is a concept of personality and for it to grow, we need to have self worth, and this self
worth will be sought from embracing challenges that result in the showing of success.
2.2. Self-esteem and gender
Many people believe that males and females experience problems in different areas of
their lives .There is no consensus regarding whether boys or girls have higher self-
esteem. There is also a strong empirical evidence indicating differences in the
conceptualization of self and academic performances according to sex and age (Awad,
2007, Thomson and Zand, 2007, Tolman et al, 2008)
xviii
Ahmavaara and Houston conducted a study using 856 English secondary school pupils in
grade 7 and grade 10.The study focused on the relationship between sex and self concept,
and the research found that boys report higher level of self-concept than girls regardless
of their school type (i.e. selective or non-selective) or age (Ahmavaara and
Houston ,2007). Another study examining sex differences in matters of performances,
competence beliefs and value beliefs in 2,053 fifth grade students in Bavaria, Germany,
found that boys reported higher level of enjoyment and pride in Maths compared to girls.
In addition, the researchers showed that girls reported lower domain value in Maths than
boys, even though there was no significant difference in Maths achievement of both boys
and girls (Frenzel & Pekrun, 2007).
In Kenya, research conducted in 1990 to examine the relationship between self-concept
and academic performance in Maths and English for high schools was based on the self
description Questionnaire (SDQ).
The SDQ III assesses domain of academic self- concept and a general self domain
derived from the Rosenberg (1960, 1979) self-esteem scale. After establishing SDQ’S
goodness of fit, univariate analysis of variance indicated that boys and girls differed
significantly on the self concept scales with the exception of physical appearance. Boys
rated themselves significantly higher than girls on most scales of self concept. A similar
univariate analysis of variance grade indicated significant differences on self – concept
scale with the exception of physical ability looking at general self esteem, the 12th grade
Boys and the higher general esteem while the 9th and 11th grade girls rated themselves low
on general esteem. From this study conducted, there seemed to have been a gap left as
there was an over generalization of grade levels. The researchers, mainly compared
xix
students’ grades e.g. 9th grade and 11th grade, 10th grade and 12th grade e.t.c. In this study
therefore, the concentration was on one grade level i.e. Form IV Students only as they
were more or less homogenous.
2.3. Self – esteem and academic achievement
According to Nina (1996), students’ statistic function with the self followed on the heels
of academic success. The influence may come through socio- cognitive progress such as
internalization of social opinions and social comparisons. Earlier studies on social
perception and academic achievement in Kenya High School students found that Kenyan
parents and teachers tend to encourage and support males to achieve higher academic
goals compared to females (Frank 2009; Merish et al, 1999). Examining students self
concept by grade level, the research findings showed that students in advanced grades
had higher self concepts. As students advance in years and grade levels, their perceptions
of the various aspects of self concept went up. A possible explanation was that students
improve in verbal and problem solving skills as they take more academic subjects in
school (Nelson et al, 2006). As the above study mainly focused on boarding schools there
was need to investigate if day schools also had the same concept or not.
2.4. Peer relationships and self –esteem
Children spend an increasing amount of time in peer interactions during middle – late
childhood and adolescence. Good peer relations might be necessary for normal social
development in adolescent (Santrock, 2001). A child’s self image influences the way
peers perceive him or her. Poor peer relations in childhood and adolescence is associated
with dropping out of school and delinquency. A research conducted on sex- peer
xx
indicated that boys perceived themselves to have significantly better relations with
opposite sex peers. During the administration of the survey, most of the girls indicated
they were uncomfortable responding to the items on opposite sex peers. Some of them
even shared with the researchers that, girls who had better relations with the opposite sex
peer were ‘known’ meaning they had loose morals.
One explanation could be that girls in this culture are not allowed to have associations
with opposite sex peers during adolescence. In addition, these students were in single sex
schools, and except for infrequent field trips due to events such as music festivals, sports
and club related activities, in which they mingled with the other sex, these students were
basically with the same peers for nine months a year, for four years. In addition, the
African culture tends to discourage girls from associating with the opposite sex peers
until they go to college (Frank, 2009). This research finding seemed to have
shortcomings as it majorly concentrated on two single sex schools (girls) and therefore
did not give adequate explanation on peers of both sex. However, other studies reveal that
adolescents who feel accepted in their peer groups have their love and belonging needs as
well as self – esteem needs met. Rejected adolescents are infrequently nominated as best
friends. Rejection results from aggression, poor sociability, communicative
unresponsiveness and hyperactivity (Ladd 1999). Factors that affect adolescents’
acceptance by peers include intelligence ability, physical attractiveness, special talents,
socio-economic class and ethnicity. Adolescents who belong to middle socio- economic
class tend to be more popular than those growing up in lower socio-economic class.
xxi
2.5. Parent-adolescent relationships
Authoritative parenting style places and controls the adolescents and allows limited vebal
exchange. This parenting style leads to socially incompetent behavior. The adolescents
therefore, fail to initiate activity and have poor communication skills (Jeffrey and Brown
2003). Authoritative parenting which encourages adolescents to be independent but still
places limits and control on their actions, encourage socially competent behavior,
Family interactions that allow adolescents the opportunity to express independent
thoughts and feelings while maintaining closeness and connection to parents facilitate
higher self esteem (Stenhouse, 1996). Permissive parenting is associated with
adolescents’ socially incompetent behaviors, especially a lack of self –control. The
parents allow their children to do what they want and the result is that the adolescents
never learn to control their own behavior and always expect to get their way (Baumrid,
1999).
2.6. Self – esteem and parenting
According to Coopersmith (1976), the boys high self-esteem is associated with
expression of affection, concern about the boys’ problems, harmony in the home,
participation in joint family activities, abiding by the rules and allowing boys freedom
within prescribed limits. Parents provide unconditional love by meeting their physical
needs e.g physical affection through word, reassuring them that frowning at them does
not mean that the parents do not love them (Stenhouse, 1996) showing respect for them
by providing for their basic needs, protecting them from danger and illness as well as
recognizing them as young people with their own personalities and potentials.
xxii
Young people with high self esteem have positive, optimistic and energetic approach to
life. Young people with low self-esteem tend to have negative attitude and pessimism to
life. They find it hard to accept criticism without defensiveness and hostility and tend to
overreact. They have strong need for re-assurance and praise from others (Rugel, 1995).
2.7. Self Esteem, Grade and Relationships
Recent research by Frank; 2009, indicates that inflating students’ self esteem by itself can
actually decrease grades. High self esteem correlates highly with self-reported happiness.
However it is not clear, which, if either, necessarily leads to the other. Additionally, self-
esteem has been found to be related to forgiveness in close relationships, in that people
with high self-esteem tend to be more forgiving. The relationship involving self-esteem
and academic results does not signify that high self esteem contributes to high academic
result. It simply means that high self esteem may be accomplished due to high academic
performance.
2.8. Indicators of High and Low Self – Esteem
High self esteem:-These include willingness to express opinions, initiating friendly contact
with others directives or commands, sitting with others during activities, working co-
operatively in groups, maintaining eye contact and speaking fluently or little hesitation in
speech (Santrock 2001).Low self esteem:-These include putting down others, teasing,
name calling or gossiping, failure to express views and opinions, assuming a submissive
tone, bragging excessively about achievement skills, giving excuses for failure and
verbally putting down of oneself (Santrock 2001). The study carried out sought to
determine the authenticity of these indicators through the questionnaires for students.
xxiii
Theories of self esteem
There are many theories about self esteem. These include Maslow’s Theory of needs,
Carl Rogers Theory of personal development and Bednar and Perterson’s Theory of self
esteem among others. However, this study will use Maslow’s hierarchy of needs to
investigate the effects of self esteem on academic performance.
2.9. Maslow’s Theory of Needs
According to Maslow people are motivated to seek personal goals that make their lives
rewarding and meaningful. The law contends that human beings have wants and rarely
reach a state of complete satisfaction. He attested that all human beings have needs that
are innate and are systematically arranged in ascending (order) hierarchy of priority.
Satisfaction of one need creates another need that commands the person’s attention and
efforts. The basic assumption in Maslow’s theory is that the lower order pre-potent needs
must be relatively satisfied before the person can become aware of or motivated by
higher order needs. Physiological needs should be satisfied first followed by safety and
security needs, love and belonging needs. Self-esteem needs are 4th in the hierarchy.
Maslow divided it into self respect and respect for others.
To Maslow, satisfaction of self-esteem needs generate feelings and attitudes of self
confidence, self worth, capacity and the feeling of being useful and necessary in the
world. Frustration of these needs lead to feelings and attitudes of inferiority, ineptness,
weakness, passivity and dependency. These negative self perceptions give rise to basic
discouragements, a sense of futility and hopelessness in dealing with life’s demands and
low evaluation of self vis-à-vis others. This condition is most likely able to lead to poor
performance due to lack of drive as learners tend to fear their abilities.
xxiv
In summary, it has been established from the numerous readings that high self esteem
correlates highly with self reported happiness which may arise from feeling of
competence, confidence, goal directedness and self efficacy which may lead to scoring
well in exams. Acceptance of self worth of individuals leads to high self esteem. Low self
esteem leads to feelings of unworthiness, depression and doubt.(Nathaniel Brande 1969;
Awad 2007; Thomson and Zand 2007; Tolman et al 2008; Frenzel and Rekrum 2007;
Herbert W. Marsh 1989;1990; 2006; Rosenberg 1965; 1979; Nelson et al 2006;
Santrock 2001; Frank 2009 and Cooper smith 1976.
The contextual frame work in Table 2.10 indicates the correlates between self esteem and
academic performance of students. The self esteem characteristics; school characteristics;
students’ characteristics as well as academic performance at KCSE are seen to have an
influence on one another.
xxv
Self esteem characteristicsFeeling of self-worth, Confidence, Competence, Goal- directedness and self efficacy
School characteristicsTeachers’ attitudes to work and School resources
Academic performance at KCSE
Student characteristicsAgeGenderFamily background
Figure 2.10.Contextual framework on correlates between self esteem and academic
performance.
xxvi
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter contains the research design, the sample, the sampling procedure and data
collection procedure. It also deals with research tools, validity and reliability and finally
it discusses the data analysis techniques.
3.1 Research Design
This study used the survey research design. The design was ideal because it facilitated
collection of data from a large number of respondents through a self administered
questionnaire. It also allowed statistical analysis of large data base.
3.2. The Sample and Sampling Procedure
The sample for this study was selected from a population of three public secondary
schools in Ndhiwa District, Homa Bay County in Kenya. Ndhiwa district was chosen
because it had shown a below average performance for the last two years with a district
mean of 5.048 in 2010 and 5.704 in 2011 respectively (Report from Ndhiwa district
education office,2012).These results have been wanting and therefore the need to
investigate the students’ self esteem and how it affects their academic performance.
The three schools comprised one girls’ boarding school, one boys’ boarding school and
one mixed day / boarding school. Simple random sampling was then used to select a
school from each stratum. From the sampled schools, systematic random sampling
technique was used to select the respondents to participate in the study. The class
registers acted as the sampling frame. The researcher chose every third student from the
register of Form Four students. There were twenty five secondary schools with a total
xxvii
population of 1219 students in Form Four, two schools being girls’ schools, two being
boys’ schools and twenty one being mixed schools. Three hundred students were
sampled. The Form Four classes were picked because of the age level and also due to the
fact that they had been in school long enough for their teachers to know them. The
starting point was selected at random.
3.3. Research Instruments
Partially structured and open ended questionnaire was developed to collect data on the
variables identified for the study. Since self – esteem concept is abstract, affective
questions were used to bring out an individual self – esteem concept. These questions
aimed at eliciting emotions on how students felt towards the teachers, fellow students,
parents and the school environment at large.
3.4 Validity and Reliability of Research Tools
To ensure validity and reliability, data collection tools were pretested using a group of
students with characteristics similar to those of the study group. To avoid cases of
students duplicating answers from fellow students who might have been accessed first,
data was collected at the same period of time.
3.5. Data Gathering Procedure
Permission from the Ministry of Education Science and Technology and Ndhiwa District
respectively were sought for the purposes of collecting data. Upon approval, the
researcher was able to gather information from schools after organizing the appropriate
dates to carry out the exercise with the head teachers.
xxviii
The questionnaires were given to students and were self – administered. The
questionnaires were pretested in one of the secondary schools that were not included in
the final sample. The actual corrections were made before the actual field research.
Before going to the field for data collection, the questionnaires were pretested in one of
the secondary schools that was not included in the final sample. The actual corrections
were thus made before the actual field work.
3.6. Data Processing and Analysis techniques.
The data was gathered and quantified for ease of manipulation and analysis. The data was
then edited, coded, classified, tabulated and presented in frequency and percentages.
..
xxix
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
4.1 Introduction
This chapter has presented an analysis of data collected from the sampled secondary
schools on socio-economic background, self esteem characteristics, gender, age and
religion. The parents socio-economic background was based on the parents’ level of
education and occupation.. The information is presented in frequency tables and
percentages on the above mentioned variables beginning with gender in Table 4.1.
Table 4.1 Students’ gender
Boys Girls Total
f % f % f %150 50 150 50 300 100
The analysis in Table 4.1 indicates that there were equal number of girls and boys in the
study. 50 % of the respondents were boys and the other 50% were girls.
Since the number of boys and girls were equal, there was need to have an insight into the
ages of the students. The information was presented in table 4.2
xxx
Table 4.2 Students’ ages
16 years and below 17 years 18 years and above
F % f % f %
25 8.33 82 27.33 193 64.33
The results in Table 4.2 shows that majority of students in form four have attained the
age of 18 years and above. 64.33% of the students said they had attained the age of 18
years and above, 27.33% of the students said they had attained age 17 and only 8.33% 0f
the students said they were at the age of 16 years and below. This study reveals that
majority of the students reach Form Four when they are adults and are therefore able to
make their own decisions on whether to continue with their education after form four or
not. This result finding is in agreement with the study carried out by Nelson et al, 2006;
which stated, “As students advance in years and grade levels, their perception of the
various aspects of self go up.”
Apart from the age of students, their religious backgrounds were also analyzed and
presented in Table 4.4.
Table 4.3 Religions students belonged to.
Catholic Protestant Islam Others Total
f % f % f % f % f %
177 59 115 38.33 8 2.67 - - 300 100
The data in Table 4.3 indicates that most of the students said they belonged to Catholics.
59% of the candidates interviewed said they belonged to Catholic Church, 38.33% said
xxxi
they belonged to Protestant church and only 2.67% said they were Muslims. None of the
students interviewed belonged to other religions such as Hinduism and Buddhism among
others. The study also revealed that none of the students was a heathen (never belonged
to a religion.
The socio economic background of the students’ parents was based on the parents’ level
of education and occupation. The information is presented in Tables 4.4 and 4.5
respectively.
Table 4.4. Parents’ academic levels of education
Level
Father Mother Guardianf % f % f %
No formal education 8 3.56 28 10.77 3 7.5
Primary education 86 38.22 123 47.31 8 20
Secondary Education 60 26.67 62 23.85 24 60
College/Certificate 20 8.9 23 8.85 5 12.50
Diploma 23 10.22 13 5 Degree 15 6.67 10 3.85 Masters 10 4.44 1 0.38 Doctor of Philosophy 3 1.33
TOTAL 225 100 260 100 40 100
The study findings captured in Table 4.4 have revealed that most of the parents of
the students said they had attained some level of formal education. Parents who
had acquired primary education were many as compared to those with no formal
education. For instance 38.22% of the fathers, 47.31% of the mothers and 20% of
the guardians said they had acquired primary education. Only 3.56% of the fathers,
xxxii
10.77% of the mothers and 7.5% of the guardians said they had no formal
education.
The study further revealed that majority of the students who lived with the
guardians were able to go to school because the guardians had received an
appreciable level of formal education e.g. 60% of the guardians said they had
secondary education and 12.5% said they had acquired college education. The
study also found out that more men than women had acquired higher levels of
education e.g. 10.22% of the men said they had acquired diploma as opposed to
5% of the women, 6.67% of the men who were said to have acquired degrees as
opposed to 3.85% of the women, 4.44% of men had masters as opposed to 0.38%
of the women.
None of the women had a PhD degree as opposed to 1.33% of the men. The study
also revealed that there were more mothers than fathers (260 mothers as opposed
to 225 fathers). This, in my view may have contributed to lower levels of
discipline leading to poor academic performance. This finding is in agreement
with the findings of Rugel,1995.
The students were then asked to state their parents’ occupation. Their responses
were presented in Table 4.5.
xxxiii
Table 4.5. Parents’ type of occupation
Occupation Father Mother Guardian
f % f % f %Teacher 37 16.44 48 18.46 24 10 Doctor 3 1.33 Juakali artisan 17 7.56 12 30Waiter 12 4.62 Lecturer 1 0.44 Banker 3 1.33 Peasant farmer 107 47.56 130 50 16 40Large scale farmer
5 2.22
Nurse 14 6.22 25 9.62 2 5Mechanic 4 1.78 Businessman/Lady
15 6.67 44 16.92 4 10
Accountant 2 0.89 Carpenter 10 4.44 2 5Others 7 3.11 TOTAL 225 100 260 100 40 100
The study results presented in Table 4.5 revealed that the occupation of the majority of
the parents is peasant farming e.g. 47.56% fathers and 50% mothers were said to be
peasant farmers. The study further revealed that most of the parents who had business as
their occupation were mothers. Some 16.92% of the students interviewed said their
mothers’ occupation was business and only 6.67% of their fathers were working as
businessmen. Another conclusion that could be drawn from the study was that most of
the guardians were peasants with 40% doing small scale farming as compared to 30%
involved in juakali and only 10% working as teachers. It was also evident that some
occupations had been left for particular sexes in Ndhiwa district. For instance, 4.62% of
the waiters were females and 4.44% of the carpenters were males. These findings further
indicate that the parents’ level of education as well as their occupation influences the
xxxiv
students’ perceptions of self as well as their aspirations. For example, students whose
parents got good education ended up having better occupations. Students belonging to
such parents aspired for higher levels of education with a view to getting good jobs.
These findings are in agreement with Ahmavaara and Houston, 2007 on matters of
performance, competence, beliefs and values.
Apart from the parents’ socio economic background, it was also important to find out if
the students had abused drugs and the likely effect on their self esteem and academic
performance. This analysis is presented in Table 4.6.
Table 4.6 Types of Drugs and substance of abuse by students.
Types of drugs and substance of abuse
Abused Not abused TOTALf % f % f %
Alcohol 92 30.67 208 69.33 300 100Tobacco 68 22.67 232 77.33 300 100Bang 57 19 243 81 300 100Cocaine 5 1.67 295 98.33 300 100Mandrax 2 0.67 298 99.67 300 100Heroine 1 0.33 299 99.67 300 100Others 6 2 294 98 300 100
The findings presented in Table 4.6 have indicated that there were more students who
took alcohol than other drugs. Some 30.67% of the students said they took alcohol
followed by tobacco 22.67% and bhang 19%. The least abused drug was heroine with
0.33% followed by mandrax 0.67%. Some students were found to have abused other
drugs such as kubber and cobblers glue (2%)
xxxv
Having had an insight into substance of abuse by students, it was important to know the
level of education the students aspired for. The information on aspired levels of education
by students are presented in Table 4.7.
Table 4.7 Levels of education students aspired for
The results in Table 4.7 indicate that most of the students aspired to attain their first
degree. 50% 0f the boys and 48.7% of the girls said they aspired for first degree. Those
who said they aspired to leave at form four were the least at 6.7% for the boys and 10%
for the girls respectively. 23.3% of the respondents said they aspired for other levels
such as certificate courses, masters’ degree and others said they were determined to get
their PhD.
Apart from the level of education students aspired for, the researcher also intended to
know why they aspired for the levels of education indicated above. Their reasons were
presented in table 4.8 below.
xxxvi
LEVEL BOYS GIRLS f % f %
Form Four 10 6.7 15 10Diploma 30 20 32 21.3First degree 75 50 73 48.7Others (specify) 35 23.3 30 20Total 150 100 150 100
Table 4.8 Reasons for aspiring for different levels of Education.
Form Four Diploma First degree Others
f % f % f % f %
Unemployment 10 40 Fit in job
market
48 61.54 To get good
jobs
87 65.
91
For self
actualiza-
tion
25 38.46
Start business 7 28 Form 4 is
basic for
all
30 38.46 To cope up
with knowled-
ge explosion
45 34.
09
For better
salary
remuner-
ation
40 61.54
Lack of fees 8 32
Total 25 100 78 100 132 100 65 100
The analysis in Table 4.8 has indicated that different students aspired to attain different
levels of education. Among those who aspired for a degree qualification, 65.91% of them
said that they wanted to get good jobs. The remaining 34.09% said they needed it to
enable them cope with the ongoing knowledge explosion. With respect to students who
aspired to attain diploma level of education. Some 61.54% of the students said they
wanted to pursue education in order to be more competitive for the job market while the
remaining38.46% said Form Four level of education was basic for all and therefore
wanted to acquire a higher qualification. The study also found out that a few number of
students opted to leave at Form Four level. Thus, 40% of them said there was
unemployment and therefore did not see the need for continuing with their further
education. Others, 28%, opted to start business while the rest (32%) said they had no
money to finance further education.
xxxvii
Since a relationship has been found to exist between high self esteem and academic
performance, students were asked to respond to statements that measure high self esteem.
The results of this analysis are presented in Table 4.9
Table 4.9. Statements that describe high self esteem
Statement Strongly agree Agree Disagree Strongly
disagreeTOTAL
% f % f % f % %I have as many friends as people of my age
110 36.67 150 50 40 13.33 100
People of my age always pick on me
52 17.33 135 45 83 27.67 30 10 100
Other people enjoy being in my company
140 46.67 160 53.33 100
Other people wish that they were like me
130 43.33 170 56.67 100
My parents are proud of the kind of person I am
172 57.33 123 41 5 1.67 100
My parents try to understand me
135 45 150 50.00 10 3.33
100
I am an important person to my family
68 56.70 130 43.33 100
My parents believe that I will a success in future
207 69 90 30.00 3 1 100
I am usually proud of my performance
102 34 175 58.33 13 4.33 10 3.33
100
My teachers are usually happy with the kind of work I do
62 20.67 213 71 5 1.67 20 6.67
100
I feel proud of my teachers who have made me what I am
297 99 3 1
100
xxxviii
The information in Table 4.9 has shown how students felt about their self esteem. From
the data, it is evident that students feel motivated to learn if both their parents and
teachers as well as their peers appreciate their efforts. Thus, a half (50%) of the
respondents said they had as many friends as people of their age. This in essence meant
that the respondents could easily work cooperatively during group discussions which
could lead to better performance. Nearly 60% (57.33%) of the respondents said that their
parents are proud of the kind of people they are. This gives the students a sense of worth
resulting into high self esteem. Again, 58.33% of the respondents agreed that they usually
felt proud of their performance while 99% of the respondents strongly agreed that they
were proud of their teachers who made them what they were. From the above findings it
is possible to conclude that academic performance of students is pegged on their self
esteem which stem from their parents, guardians, peers as well as teachers. This is in
agreement with the findings of Rosenberg 1960; 1979.
Next, analysis on statements that describe low self esteem is summarized in Table 4.10.
Table 4.10 statements that describe low self esteem
StatementStrongly agree Agree Disagree Strongly
disagree TOTAL
f % f % f % f %
I am not as popular as people of my age
17 5.67 128 42.67 82 27.33 73 24.33 100
I usually keep to myself because I am not liked by people of my age
38 12.67 52 17.33 210 70.00 100
My parents expect too much for me
172 57.33 121 40.33 7 2.33 100
My teachers expect too much for me
167 55.67 115 38.33 5 1.67 13 4.33 100
xxxix
In the kind of things we do in school I am at least as good as people in my class
90 30.00 170 56.67 30 10.00 10 3.33 100
I often feel worthless in school 30 10.00 5 1.67 50 16.67 215 71.67 100
Most of my teachers do not understand me
5 1.67 3 1 95 31.67 197 65.67 100
It seems that however hard I try I never get the grade I deserve
48 16 130 43.33 90 30.00 32 10.67 100
School is harder for me than most other people
30 10.00 270 90.00 100
The analysis in Table 4.10 shows how the boys and girls felt about their self esteem.
From this data, it is possible to conclude that students feel shy and less motivated to learn
if their self esteem is low. Since most students aspire for better performance, the analysis
on low self esteem is looked at from a few numbers of respondents who strongly agree or
agree with the statements on low self esteem. Only 5.67% of the respondents strongly
agreed that they were not as popular as people of their age and 12.67% of the respondents
strongly agreed that they kept to themselves because people of their age did not like
them. Again, only 1.67% of the respondents strongly agreed that their teachers did not
understand them and 5% of the respondents said they strongly agreed that they felt
worthless in school. From these findings it is possible to conclude that students with low
self esteem strongly agree that they are not liked either by their peers, parents or even
their teachers. Such students feel withdrawn from the rest. They often view things in the
negative and display a state of disparity and unworthiness. This finding is in agreement
with the findings of Cooper smith, 1976.
Students were also asked to state how they associated themselves with the listed
behavior. Their responses were recorded in Table 4.11
xl
Table 4.11.The extent to which students like associating with statements relating to
specified behavior characteristics
The information in Table 4.11 indicates that most students liked expressing their
opinions. Nearly, 60% of the students interviewed said they liked expressing their
opinions very much. 32.33% liked it and only 9.33% did not like it. This in essence
meant that most students felt motivated to participate in any group activity leading to
enhanced self esteem. It was also evident that majority of students felt free to cooperate
in group discussions. Some of the students (50.67%) said they liked it very much, 34.33%
said they liked it and only 15% said they did not like it.
The study also revealed that most students did not like habits such as name calling,
bragging excessively, about achievements and assuming a submissive tone. Slightly over
70%, (73.33%) of the students did not like bragging about their achievement; 65% did
not like name calling and 54.33% did not like putting down others. This was in
agreement with Santrock’s findings of 2001
Students were further asked to state how their self esteem related with their academic
performance. Their responses are captured in Table 4.11.
xli
No Statement I don’t like it
I like it I like it very much
Total
1 I like expressing my opinions f % f % f % f %2 I like giving directives 28 9.33 97 32.33 175 58.33 300 1003 I like working cooperatively
with others45 15 103 34.33 152 50.67 300 100
4 I like putting down others 163 54.33 78 26 59 19.67 300 1005 I like bragging excessively
about achievement220 73.33 51 17 29 9.67 300 100
6 I like name calling 195 65 62 20.67 43 14.33 300 1007 I like assuming a submissive
tone when in group156 52 56 18.67 88 29.33 300 100
Table 4.12 Self esteem and academic performance
No Statement Always Sometimes Never Totalf % f % f % f %
1 When not in your class, do you study on your own?
100 33.33 200 66.67 - - 300 100
2 Do you complete your assignment in time?
130 43.33 170 56.67 - - 300 100
3 Do you consult your teachers for clarification in any difficult topic?
98 32.67 180 60 22 7.33 300 100
4 Do you feel worthless when teachers don’t appreciate your work?
180 60 60 20 60 20 300 100
5 Whenever I get good grades, I feel like showing it to others
156 52 45 15 99 33 300 100
The analysis in Table 4.12 indicates that majority of students (66.67%) said they
sometimes studied on their own while only 33.33% said they always studied on their
own. Most students (60%), said they felt worthless when teachers did not appreciate their
work while 20% said they did not feel worthless. It was also evident that most students
felt like showing their good grades to others and thus 52% of the students said they
always felt like showing their good grades. Only 33% said they did not like revealing
their grades to others.
Students were further interviewed on their engagement in co curriculum activities. Their
views are presented in Table 4.13.
Table 4.13 Students’ participation in co curriculum activities
No Co-curriculum activity Boys Girls Total
f % f % f %1 Football 51 17 30 10 81 272 Volleyball 22 7.33 14 4.67 36 123 Athletics 21 7 4 1.33 25 8.334 Netball - 50 16.67 50 16.675 Music 15 5 20 6.67 35 11.676 Handball 20 6.67 9 3 29 9.677 Basketball 20 6.67 24 8 44 14.67
Total 150 50 150 50 300 100
xlii
The findings in Table 4.13 indicate that all the students said they participated in one
activity or the other. Most of the boys said they liked football followed by volleyball.
17% liked football and7.33% liked volleyball respectively. Girls on the other hand liked
netball more than other activities. About 20% of the girls (16.67%) liked netball followed
by football 10%. This in my view was as a result of parental influence and stereotype
thinking that some games are meant for a particular sex and therefore not worth for the
opposite sex. Games like football were viewed in the past to be for boy while netball was
meant for girls. This societal inclination towards gender tasks seemed to have had an
effect on the self concept of the students and their perception of which co curricular
activity to undertake.
Students were further asked to rate their satisfaction with their academic performance.
Their ratings are contained in Table 4.14.
Table 4.14. Students’ rating of their academic performance.
Statement Boys Girlsf % f %
Very Satisfied 10 6.67 8 5.33`Fairly Satisfied 60 40.00 70 46.67Not Satisfied 80 53.33 72 48Total 150 100 150 100
The study reveals that both boys and girls seem not to be satisfied with their performance.
Of the students interviewed, 53.33% of the boys and 48% of the girls said they were
never satisfied. Only 6.67% of the boys and 5.33% of the girls said they were very
xliii
satisfied. This meant that boys reported higher levels of self concept than girls. This
finding is in agreement with the findings of Ahmavaara and Houston, 2007.
Students were thereafter asked to indicate the grades they aspired for at the end of Form
Four Examination or Kenya Certificate of Secondary Examination (KCSE). Their views
are summarized in Table 4.15
Table 4.15 Grades students aspire for during KCSE
A A- B+ B B_ C+ C C_ D+ D D_ E
f % f % f % f % f % f % f % f % f % f % f % f %
7 2.3
3
10 3.33 27 9 40 13.33 69 23 58 19.3
3
45 15 20 6.67 13 4.33 9 3 2 0.67 - -
The analysis in Table 4.15 indicates that majority of students aspired to get a mean grade
of C plain and above. Many of them said they aspired to get B-. 23% of them said this
followed by C+ with 19.33% and C plain with 15%. None of the students interviewed
said they aspired to get grade E. A few students said they aspired to get grade A and A-
(2.33% and 3.33% respectively. This means that most students were not sure of getting
very high grades. Similarly, few students aspired to get D- 0.67%. This in my view could
be attributed to the attitude of students towards examinations and their feeling of lack of
preparedness most of the time.The teachers should therefore help the students to build
confidence in themselves to enable them develop positive self image that can help
majority of them aspire for higher grades.
xliv
.Apart from what students aspired for; they were asked to state ways teachers used to
reward their good work. Their responses were presented in Table 4.16.
Table 4.16 Teachers’ ways of rewarding good work
The information in Table 4.16 indicates that most teachers rewarded their students by
way of giving positive comments. Almost 60% of the students interviewed said that their
teachers gave them comments while 20% said their teachers sometimes gave material
rewards. The rest (8.67%) said that teachers took them to educational tours while only
6.67% said that their teachers gave responsibilities such as that of being a captain or
librarian among others. From the above findings, it is evident that teachers like
reciprocating their students’ good work by way of rewards. These rewards are meant to
reinforce the students’ self esteem in order to come out with good grades during KCSE.
This finding is in agreement with the findings of Marsh et al, 2002.
The students were also asked to state how their teachers helped them overcome their
difficulties in learning. Their responses are captured in Table 4.17.
Table 4.17.How teachers helped students overcome their difficulties
No Response f %1 Remedial tuition 114 382 Use of varied methodology 28 9.333 Giving encouragements 32 10.674 Guidance and counseling 126 42
Total 300 100
xlv
No Ways of rewarding good work f %1 Giving positive comments 174 582 Giving material rewards 60 203 Giving responsibilities 40 6.674 Organizing educational tours 26 8.67
Total 300 100
The data in Table 4.17 indicate that most of the students (42%) received guidance and
counseling on how to overcome difficulties followed by remedial tuition with 38%. In
addition, students indicated that teachers gave 10.67% encouragements, while, 9.33%
used varied methods when solving their problems.
Finally the students were asked to list down measures which the school administration
could take to improve students’ academic performance. Their views were presented in
Table 4.18.
Table 4.18. Students’ views on measures school administration should take to
enhance improvement in academic performance
The results in Table 4.18 reveal that most students (40.33%) said the use of guidance and
counseling as well as enhancing discipline (25.67%) are the key measures that can ensure
improvement in academic performance. Other measures included organizing inter school
competitions 23.33% and educational tours (10.67%).
xlvi
NO Measure f %
1 Enhancing discipline 77 25.67
2 Educational tours and field trips 32 10.67
3 Inter school competitions 70 23.33
4 Guidance and counseling 121 40.33
Total 300 100
On the basis of these findings, it is evident that administrators use a variety of measures
to enhance performance. These measures are meant to encourage students to be
independent as well as placing limits and control on their actions thus encouraging
socially competent behavior which ultimately results in students’ good performance.
These findings are in agreement with the findings of Jeffrey and Brown, 2003.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
The study sought to examine how school factors such as school environment, teachers,
peers, co curricular activities as well as demographic factors such as age, gender and
family background among others, influence academic performance as well as their self
esteem. The researcher collected views of respondents from secondary schools. The
objectives of the study included;
i) to investigate the effect of self esteem on academic performance of secondary
school students of Homa-bay county.
ii) establish the effect of age on self esteem and academic performance of the Form
Four students in Ndhiwa district, Homa-bay county.
iii) to establish the effect of gender on self esteem and academic performance of
Form Four students in Ndhiwa district.
iv) examine the effect of teachers on students’ self esteem and their academic
performance.
xlvii
The respondents were Form Four students from public secondary schools. A total of 300
students were interviewed. Partially structured and open ended questionnaire was
developed to collect data. Simple random sampling as well as systematic sampling was
used to select the respondents.
The study came out with the following findings;
i) students who perform well in academic tasks as well as co curricular activities
have high self esteem.
ii) age has an effect on self esteem and academic performance.
iii) gender has an effect on self esteem and academic performance.
iv) teachers have an effect on students self esteem and academic performance.
Conclusion
From the findings, the following conclusions have been drawn in relation to the set
objectives.
Self esteem of individuals seems to influence their academic performance either
positively or negatively. An individual whose self worth is recognized strives hard to
achieve academic excellence. From the findings, students who were viewed as significant
by their parents felt motivated to learn and foreshadowed bright future. Such students
made their parents as well as their teachers proud. The teachers in turn recognized their
effort by giving rewards and encouragements. Students who performed poorly showed
xlviii
signs of despair and believed that they could not attain good grades even in spite of
working very hard.
Feelings of competence, confidence and good directedness influence students’
performance. Students who felt worthy before their teachers and parents had their goals
directed towards achieving bright future. The findings revealed that such students
engaged themselves in group discussion, and completed their assignment and were free to
consult their teachers for clarification in areas that posed challenges to them. On the other
hand, student who displayed a sense of worthlessness never completed their work in time
in most instances. They always kept to themselves and thought they were not liked by
others.
Recommendations
On the basis of the findings and conclusions discussed herein, the following
recommendations are made:
The school environment is a powerful agency of nurturing students to have high self
esteem. The teachers therefore should engage the learners in both curricular and co
curricular activities to enhance their self worth. Teachers should guide and counsel
students constantly to avoid a state of despair. Majority of the students who could not
improve in performance did not see the urge to adjust and developed a stereotype
thinking that however hard they tried they could not get good grades. Parents on the other
hand, should always motivate their students by appreciating the work they do at school
and also encouraging them of a brighter future ahead.
xlix
Suggested areas for further research
Since the study investigated self esteem and academic performance of students in public
secondary schools, there is need to investigate the self esteem of students in private
secondary schools. In addition, the self esteem of pupils at primary level from private and
public schools should be studied.
APPENDIX I
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APPENDIX II
STUDENT QUESTIONNAIRE
Dear student,
My name is William Okoko, a student at the University of Nairobi. I am carrying out a
study to establish if there is any relationship between one`s self esteem and their school
performance. I invite you to participate in this important study. The information you
provide will be strictly confidential. Your name will not appear in this questionnaire, nor
in any report shall I share it with other people .Your participation is voluntary. Please
feel free to ask questions or any clarifications before you fill in this questionnaire.
1. Indicate your gender with a tick (√)
Boy ( ) Girl ( )
2. Indicate with a tick (√) your age in years
(a) 16 years and below ( ) (b). 17 years ( ) (c) 18 years and above ( )
3. Which religion do you belong to ?---------------------------------------------------- (a)
Catholic ( ) (b )protestant (c) Islam (d) Others (specify)------------------
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4. Kindly indicate with a tick (√ ¿the academic level of your parent(s) or guardian
Educational level Father Mother
Guardian
No formal education
Primary education
Secondary education College/ certificate Diploma Degree Doctor of philosophy
(5) Indicate with a tick (√ ¿ the type of occupation your parent(s) or guardian engage(s)
in.
Occupation Father Mother Guardian
Teacher Doctor Juakali artisan Waiter Lecturer Banker Peasant farmer Large scale farmer Nurse Mechanic Business lady/man Accountant Carpenter Others (specify)
d
(6). Indicate the level of education you aspire for. Tick (√ ¿ one only
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(a). Form four level of education ( ) (b) Diploma level of education ( ) (c) First degree
level of education ( ) (d) Others
(specify)---------------------------------------------------------------------------------
(7) Why do you aspire for the level of education you have indicated here
above?-----------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
-------------------------------------------------
(8) What mean grade do you expect to attain at Kenya Certificate of Secondary
Examination? Tick appropriately
Mean grade
A ( ) A- ( ) B+ ( ) B ( )
B- ( ) C + ( ) C ( ) C- ( )
D+ ( ) D ( ) D- ( ) E ( ) (9).
List down the factors that may hinder you from obtaining the mean grade you have
indicated-----------------------------------------------------------------------------------------
i------------------------------------------------------------------------------------------------------------
ii-----------------------------------------------------------------------------------------------------------
iii----------------------------------------------------------------------------------------------------------
iv--------------------------------------------------------------------------------------------------------
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(10)Listed here below are statements that describe how students feel about themselves.
Indicate with a tick (√) whether you strongly agree, agree, disagree or strongly disagree
with each of these statements.
Statement Strongly agree Agree Disagree Strongly
disagree
I am not as popular as people of my age
I usually keep to myself because I am not liked by people of my age
My parents expect too much for me
My teachers expect too much from me
In the kind of things we do in school I am at least as good as people in my class
I often feel worthless in school
Most of my teachers do not understand me
It seems that however hard I try I never get the grade I deserve
School is harder for me than most other people
I am frustrated when I take illegal drugs.
I have as many friends as people of my age
People of my age always pick on me
Other people enjoy being in my company
Other people wish that they were like me
My parents are proud of the kind of person I am
My parents try to understand me
I am an important person to my family
My parents believe that I will be a success in future
I am usually proud of my performance
(11) The questions asked below, relate self esteem to academic performance. Pick your
correct statement from the three options provided by use of a tick.( √ )
(i) When not in your class, do you study on your own?
Always ( ) Sometimes ( ) Never ( )
(ii) Do you complete your assignment in time?
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Always ( ) Sometimes ( ) Never ( )
(iii) Do you consult your teacher for clarification or assistance in any difficult topic?
Always ( ) Sometimes ( ) Never ( )
(iv) Do you feel worthless when teachers don’t appreciate your work?
Always ( ) Sometimes ( ) Never ( )
(v) Whenever I get good grades I feel like showing it to others.
Always ( ) Sometimes ( ) Never ( )
(vi) Consider your general academic performance, how satisfied are you with the way
you are performing?
Very satisfied ( )
Fairly satisfied ( )
Not satisfied ( )
(12) Indicate the extent to which you like associating yourself with the following
behaviors/activities. Tick (√ ¿appropriately.
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No Activities I like very much
I like it I don’t like it
1 I like expressing my opinions/commands2 I like giving directives/commands to
others.3 I like maintaining eye contact with others.4 I like working cooperatively with others in
groups.5 I like putting down others.6 I like bragging excessively about
achievements.7 I like name calling/gossiping about others.8 I like assuming a submissive tone when in
a group.
(13) Provide an appropriate answer for the following questions.
(i) Do you engage in any co-curriculum activity in school?
Yes No. If Yes which one?
...... ...................................................................................................................
(ii) Write two ways used by your teachers to reward students good work in class (a)
……………………………………………………………………………………………………………………………….
(b)………………………………………………………………………………………………………………………………
(iii) State how your teachers help you overcome your difficulty in
learning? .........................................................................................................................
(iv) List down at least four measures which the school administration can take to
improve the students’ academic performance.
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(a)____________________________________________________________
(b)____________________________________________________________
(c)___________________________________________________________
(d)_________________________________________________________
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