Full Length Research paper
Gender differences in self-concept and academic achievement among visually impaired pupils in Kenya
Charles Michael Were1, Francis Chisikwa Indoshi2, John Ayieko Yalo1
1Department of Special Needs Education, Maseno University, Kenya.
2Department of Educational Communication, Technology and Curriculum Studies, Maseno University, Kenya.
*Corresponding author E-mail: firstname.lastname@example.org
Received 08 July, 2010; Accepted 09 August, 2010
Variation in self concept and academic achievement particularly among the visually impaired pupils has not been conclusively studied. 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 sex (152 males and 110 females). Two instruments were used in this study: Pupils’ self-concept and academic achievement test. 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 were indeed gender differences in self-concept among visually impaired pupils in Kenya. The study therefore recommend that the lower self-concept observed among boys should be enhanced by giving counseling and early intervention to this group of pupils with a view to helping them accept their disability.
Keywords: Self concept, visually impaired pupils, gender differences, academic achievement.