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.

vi
 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

vii
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

interprets images of the self. He differentiated between the self confidence and self-esteem.
1
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 particular

importance to note was the limited research linking self-esteem concept and academic

2
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.

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,

3
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 12th grader. All these responsibilities,

privileges and opportunities in and by themselves would promote the 12th 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 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

4
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.

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

5
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?

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

6
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.

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

7
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.

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.

8
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.

9
 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)

10
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 students’ grades e.g.

11
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 indicated that

12
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.

13
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.

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
14
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.

Theories of self esteem

15
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.

16
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.

17
 Figure 2.10.Contextual framework on correlates between self esteem and academic

performance.
Self esteem characteristics

Feeling of self-worth, Confidence,

Competence, Goal- directedness and

self efficacy

School characteristics Academic performance at KCSE

Teachers’ attitudes to work and

School resources

Student characteristics

Age

Gender

Family background

18
 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 population of 1219 students

19
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.

20
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.

..

21
 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

22
 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
23
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 Guardian

f % 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,

10.77% of the mothers and 7.5% of the guardians said they had no formal education.

24
 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.

Table 4.5. Parents’ type of occupation

Occupation Father Mother Guardian

25
 f % f % f %
Teacher 37 16.44 48 18.46 24 10
Doctor 3 1.33
Juakali artisan 17 7.56 12 30
Waiter 12 4.62
Lecturer 1 0.44
Banker 3 1.33
Peasant farmer 107 47.56 130 50 16 40
Large scale 5 2.22
farmer
Nurse 14 6.22 25 9.62 2 5
Mechanic 4 1.78
Businessman/L 15 6.67 44 16.92 4 10
ady
Accountant 2 0.89
Carpenter 10 4.44 2 5
Others 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 students’ perceptions of self as well

as their aspirations. For example, students whose parents got good education ended up

26
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 Abused Not abused TOTAL

and substance of
f % f % f %
abuse
Alcohol 92 30.67 208 69.33 300 100
Tobacco 68 22.67 232 77.33 300 100
Bang 57 19 243 81 300 100
Cocaine 5 1.67 295 98.33 300 100
Mandrax 2 0.67 298 99.67 300 100
Heroine 1 0.33 299 99.67 300 100
Others 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%)

27
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

LEVEL BOYS GIRLS

f % f %
Form Four 10 6.7 15 10
Diploma 30 20 32 21.3
First degree 75 50 73 48.7
Others (specify) 35 23.3 30 20
Total 150 100 150 100

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.

Table 4.8 Reasons for aspiring for different levels of Education.

28
Form Four Diploma First degree Others

f % f % f % f %

Unemployment 10 40 Fit in job 48 61.54 To get good 87 65. For self 25 38.46

market jobs 91 actualiza-

tion

Start business 7 28 Form 4 is 30 38.46 To cope up 45 34. For better 40 61.54

basic for with knowled- 09 salary

all ge explosion remuner-

ation

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.

29
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 Strongly TOT

Agree Disagree
agree disagree AL
% f % f % f % %
I have as many friends as 110 36.67 150 50 40 13.33 100
people of my age
People of my age always pick 52 17.33 135 45 83 27.67 30 10 100
on me
Other people enjoy being in my 140 46.67 160 53.33 100
company
Other people wish that they 130 43.33 170 56.67 100
were like me
My parents are proud of the 172 57.33 123 41 5 1.67 100
kind of person I am
My parents try to understand 135 45 150 50.00 10 3.3 100
me 3
I am an important person to my 68 56.70 130 43.33 100
family
My parents believe that I will a 207 69 90 30.00 3 1 100
success in future
I am usually proud of my 102 34 175 58.33 13 4.33 10 3.3 100
performance 3
My teachers are usually happy 62 20.67 213 71 5 1.67 20 6.6 100
with the kind of work I do 7
I feel proud of my teachers who 297 99 3 1 100
have made me what I am

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

30
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

Statement Strongly
Strongly agree Agree Disagree TOTAL
disagree
f % f % f % f
%
17 5.67 128 42.67 82 27.33 73 24.33 100
I am not as popular as people of
my age
38 12.67 52 17.33 210 70.00 100
I usually keep to myself because I
am not liked by people of my age
My parents expect too much for 172 57.33 121 40.33 7 2.33 100
me
My teachers expect too much for 167 55.67 115 38.33 5 1.67 13 4.33 100
me
In the kind of things we do in 90 30.00 170 56.67 30 10.00 10 3.33 100
school I am at least as good as
people in my class
30 10.00 5 1.67 50 16.67 215 71.67 100
I often feel worthless in school
Most of my teachers do not 5 1.67 3 1 95 31.67 197 65.67 100
understand me
It seems that however hard I try I 48 16 130 43.33 90 30.00 32 10.67 100
never get the grade I deserve
School is harder for me than most 30 10.00 270 90.00 100
other people

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

31
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

Table 4.11.The extent to which students like associating with statements relating to

specified behavior characteristics

No Statement I don’t like it I like it I like it very Total

much
1 I like expressing my opinions f % f % f % f %
2 I like giving directives 28 9.33 97 32.33 175 58.33 300 100
3 I like working cooperatively 45 15 103 34.33 152 50.67 300 100
with others

4 I like putting down others 163 54.33 78 26 59 19.67 300 100

5 I like bragging excessively 220 73.33 51 17 29 9.67 300 100
about achievement
6 I like name calling 195 65 62 20.67 43 14.33 300 100
7 I like assuming a submissive 156 52 56 18.67 88 29.33 300 100
tone when in group

32
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.

Table 4.12 Self esteem and academic performance

No Statement Always Sometimes Never Total

f % f % f % f %
1 When not in your class, do you study on 100 33.33 200 66.67 - - 300 100
your own?
2 Do you complete your assignment in 130 43.33 170 56.67 - - 300 100
time?
3 Do you consult your teachers for 98 32.67 180 60 22 7.33 300 100
clarification in any difficult topic?
4 Do you feel worthless when teachers 180 60 60 20 60 20 300 100
don’t appreciate your work?
5 Whenever I get good grades, I feel like 156 52 45 15 99 33 300 100
showing it to others

33
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 27
2 Volleyball 22 7.33 14 4.67 36 12
3 Athletics 21 7 4 1.33 25 8.33
4 Netball - 50 16.67 50 16.67
5 Music 15 5 20 6.67 35 11.67
6 Handball 20 6.67 9 3 29 9.67
7 Basketball 20 6.67 24 8 44 14.67
Total 150 50 150 50 300 100

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.

34
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.

Boys Girls
Statement
f % f %
Very Satisfied 10 6.67 8 5.33
`Fairly Satisfied 60 40.00 70 46.67
Not Satisfied 80 53.33 72 48
Total 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 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

35
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 2.33 10 3.33 27 9 40 13.33 69 23 58 19.33 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.

.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

No
Ways of rewarding good work f %
1Giving positive comments 174 58
2Giving material rewards 60 20
3Giving responsibilities 40 6.67
4Organizing educational tours 26 8.67
Total 300 100
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

36
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 38
2 Use of varied methodology 28 9.33
3 Giving encouragements 32 10.67
4 Guidance and counseling 126 42
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.

37
Table 4.18. Students’ views on measures school administration should take to enhance

improvement in academic performance

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

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%).

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.

38
 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.

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.

39
 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 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,

40
 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.

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.

41
 APPENDIX I

REFERENCES

Ahmavaara A, Houston D (2007). The effects of selective schooling and self concept on

adolescents academic aspiration; An examination of Dwecks self theory. Br. J.

Educ. Phychol 77:613-632.

Bednar L.R & Peterson R.S (1999). Self esteem paradoxes and innovations in clinical

theory and practice. Washington American Psychological Association

Berger S.K (1998). The developing person through the life span. New York Worth

publisher Inc.

Byrrne BM, Marsh, Shavelson RJ (1988). A Multifaceted academic self concept: its

hierachical structure and its relation to academic achievements. J. Edu phycol 80

(3): 366 – 380

Chapman L.P & Mullis K.A (2002). Redressing gender bias in the Coopersmith Self esteem

inventory- short form. The journal of genetic psychology,153 (4) 403-409.

Cookey K (2002). Ethnicity, gender and academic self concept A, Preliminary of academic

dis- identification and implementations for psychologists. Cult Divers Ethnic

minor. Phycolo. 8 (4): 387 – 388

Daniel L.G & King D.A (1995). Relationships among various dimensions ofself esteem

and academic achievement in elementary students. ERIC document, ED403008.

Frank A (2009). The influence of adolescents perception of parental behaviors on

academic achievements orientation in Kenya, un published thesis Miami

University, Oxford, OH.

42
Frenzel AC, Pekrun R (2007). Girls and mathematics an “issue?” A Control value

approach to gender differences in emotions towards mathematics. Eur.

Garcia F. Garcia E (2009). is always authoritative the optimum parenting style? Evidence

from Spanish families adolescents 44 (173): 101-131.

J. Phychol Edu. Xx11 (4) 497-514.

Hjelle L.A $ Ziegler D (1995). Personality Theories (4th edition) mc Graw-hill, inc.

Mead, G.H. (1934). Mind, Self and Society. In Zuway – R.H. M.C

Mugenda M.O & Mugenda G.A (1999). Research methods; Qualitative approaches.

Nairobi ACTS Press.

Nina H.S (1996). The self esteem fraud; why feel –good education does not lead to

academic success. EDRS PS 024396. Washington DC Centre for equal opportunity.

Rosenberg M (1965). Society and the adolescent self image. In Zurway R.H M.C

Wiggins J. (2000). The relationship of self esteem to grades, achievement scores and other

factors critical to school success. School counselor 1944010

Zimmerman, M.A et al (1997). Longitudinal study of self esteem, implications for

adolescent development. Paper presented at the meeting of society for research in child

development, Washington DC.

43
 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)------------------

44
 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
d
Others (specify)

(6). Indicate the level of education you aspire for. Tick (√) one only

45
(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--------------------------------------------------------------------------------------------------------

46
(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.

Strongly Strongly
Statement Agree Disagree
agree 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?

47
 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.

48
No Activities I like very I like it I don’t
much like it

1 I like expressing my opinions/commands

2 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.

49
(a)____________________________________________________________

(b)____________________________________________________________

(c)___________________________________________________________

(d)_________________________________________________________

50