An Investigation into the Relationship between Self-Concept, Academic Achievement of Secondary School Learners by School Type

Abstract

The subject of low academic achievement appears to gain centre stage. Literature has documented the importance placed by society on high academic achievement. Various reasons have been advanced for the causes of low academic achievement. The list is endless. The study sought to investigate the relationship between school location, type and type of attendance and self-concept and academic achievement. Pearson’s Correlation Coefficient was used to compute the results of a 1281 sample of secondary school learners in different school types and of varying academic ability. Results showed that there was a positive and significant correlation between school type, location and type of attendance with self-concept and academic achievement. The study concluded that school location and type were important considerations whenever placing a child. Furthermore boarding schools appeared to have significant advantages in terms of academic achievement and self-concept development. Further research was needed to uncover the characteristics and practices of schools that yielded positive results for children.