Table 2: Descriptive statistics on the respondents’ Academic Self-Concept.

Range Qualitative Description f %

1.00 - 1.75 Very Low 0 0.00
1.76 - 2.50 Moderate 0 0.00
2.51 - 3.25 High 4 30.77
3.26 - 4.00 Very High 9 69.23
13 100.00
Overall Mean 3.37
Standard Deviation 0.24
QD Very High

Table 2 shows the descriptive statistics on the respondents’ academic self

concept.
As illustrated in table 2, the respondents academic concept has an overall mean
of 3.37 (SD=0.24) which is described as “very high”. This implies that the respondents
are academically inclined as gleaned from their responses; they put great effort in their
school tasks as well as their obvious interest in their academics. This suggests that
respondents has a tendency of high academic achievement as academic self-concept
affects a students performance in class (Guay, et al., 2003). Their attitude, perception,
and enjoyment of subject or class lecture in school are positively inclined and as Jaiswal
& Choudhuri (2017)explained, a positive self-concept is an important prerequisite in doing
well academically. Additionally, Results show that students are willing do tasks given to
them in school and are mentally persistent as they responded that they are faced with
difficulty in terms of school work. However, the respondents are not exactly inclined in
helping others in their tasks. This may be due to the respondents focus on their school
work that they may have overlooked the need of others. This behavior is explained by
Synder (2016) that peer concept and relations dramatically changes as one matures and
starts to focus on their academic concept.
However, despite the highly positive academic concept, the standard deviation of
the results (0.24) is quite low implying that the data is clustered around the mean. The
respondents may belong to an honors class and most of them are high achieving giving
the results low variance. The heterogeneity of the responses of the respondents is low
giving the results a low standard deviation. the same test should be administered to a
highly heterogeneous respondents to attain highly reliable results.
References:
Guay, Frederic & Marsh, Herb & Boivin, Michel. (2003). Academic self-concept and
academic achievement: Developmental perspectives on their causal ordering.
Journal of Educational Psychology. 95. 124-136. 10.1037/0022-0663.95.1.124.

Jaiswal,S & Choudhuri, R. (2017) Academic Self Concept and Academic Achievement of
Secondary School Students. American Journal of Educational Research. 2017,
5(10), 1108-1113. DOI: 10.12691/education-5-10-13

Snyder, C. (2016). The Relationship between Peer-Self Concept and Academic Self
Concept in Elementary Students: A Person-Oriented Perspective. University of
South Carolina