Does the physical Self-concept Make a Difference to Academic Achievement? Investigating the Role of Physical Self-concept on the Academic Achievement of Adolescent Learners in Zimbabwe Secondary Schools

Abstract

The study was prompted by low academic achievement prevalent in most secondary schools. Literature has documented both human, school and material factors as responsible for the low performance, and also a positive and significant correlation between the physical self-concept and academic achievement. Attempts have been made to reverse the situation but performance has remained generally poor. The study set out to investigate whether the physical self-concept made a difference to learners’ academic achievement. In particular the study also sought to find out if moderator variables such as gender, grade/form, school type and location, type of attendance and age accounted for any significant differences in physical self-concept and academic achievement. Results have shown no significant differences between gender and academic achievement of adolescent learners. However, school location and the type of attendance accounted for significant differences between the physical self-concept and academic achievement of adolescent learners. The study concluded that physical self-concept, school location and type of attendance matter in learners’ academic achievement and that enhancing the learners’ physical self-concepts would go some way in improving their performance. Differences were not consistent for all the moderator variables making it difficult to generalize their possible influence. Further research needs to be carried out with a bigger sample in different school locations.