Academic Self-Concept and Performance of Intermediate Grade Pupils of Dagohoy District
DOI:
https://doi.org/10.65339/ijsair.V2.I2.416Keywords:
Academic Ability, Academic Motivation, Academic Performance, Academic Persistence, Academic Self-Concept, Descriptive-Correlational Research, Intermediate Pupils, Quality EducationAbstract
This study examined the academic self-concept of intermediate pupils and its relationship with their academic performance in the District of Dagohoy, Division of Bohol, during the academic year 2023–2024. Anchored on Social Cognitive Theory, Attribution Theory, Behaviorism Theory, Cognitive Theory, and Social Constructivism Theory, the study focused on academic self-concept in terms of academic motivation, academic persistence, and academic ability. It employed a quantitative descriptive-correlational survey design involving 200 Grade 5 and Grade 6 pupils selected from fifteen public elementary schools, with teachers also providing ratings of learners’ academic self-concept. Data were gathered using a modified Academic Self-Concept Questionnaire, while academic performance was obtained through documentary analysis of Quarter 1 general weighted averages from School Form 9. The findings showed that most respondents were female, first-born children, and from complete-parent households. Learners demonstrated high academic motivation, while academic ability was rated as “Sometimes” and academic persistence remained an area of concern. Their academic performance was generally very satisfactory, with more than half obtaining outstanding ratings. However, no significant relationship was found between academic self-concept and demographic profile, and no significant correlation was found between academic self-concept and academic performance. The study concluded that pupils’ self-perception did not strongly predict actual academic achievement in this context. It recommended that curriculum makers, school heads, teachers, parents, and future researchers support interventions that strengthen learners’ positive academic self-concept and learning experience. The study aligns with SDG 4 – Quality Education by supporting evidence-based practices for inclusive and learner-centered education. Its sustainability impact lies in strengthening educational, institutional, family, and community support systems for improved learner development.
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