Dambudzo et al
Greener Journal of Educational Research Vol. 3 (1), pp. 007-022, January 2013
Manuscript Number: 112912302
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
*Ignatius Isaac Dambudzo and Professor Salome Schulze
University of South Africa, PB 392, Pretoria, South Africa
idambudzo @ yahoo.co.uk, schulze @ unisa.ac.za;
*Corresponding Author’s Email: idambudzo @ yahoo.co.uk
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.
Keywords: physical self-concept, difference, academic achievement, variables, adolescent.
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