The reciprocal effects of self-concept and academic achievement scores among learners with visual impairment in primary schools, Kenya

Abstract

Self-concept is one of the most popular ideas in psychological literature. Unfortunately, self-concept is also illusive and often poorly defined construct. Terms such as self-concept, self-esteem, self-worth, self-acceptance are often used interchangeably and inconsistently, when they may relate to different ideas about how people view themselves. The purpose of this study was therefore to determine if there were gender differences in self-concept and academic achievement among visually impaired pupils in Kenya. The population of the study was 291 visually impaired pupils. A sample of 262 respondents was drawn from the population by stratified random sampling technique based on their visual acuity. (189 partially sighted and 73 totally blind). Two instruments were used in this study: Pupils’ self-concept and academic achievement tests. Data analysis was done at p≤0.05 level of significance. The t test was used to test the relationship between self-concept and achievement. The data was analyzed using analysis of variance (ANOVA) structure. The study established that there was indeed a relationship in self-concept and academic achievement among visually impaired pupils in Kenya. The study therefore recommended that the lower self-concept observed among totally blind pupils should be enhanced by giving counseling and early intervention to those group of pupils with a view to helping them accept their disability.