Gender and age variations in academic self-concept and academic achievement of distance learners at the college of distance education: a quantitative cross-sectional study

Abstract

Academic self-concept and academic achievement are critical factors in educational success, with previous research often highlighting the influence of demographic elements, including gender and age. This study examines gender and age variations in academic self-concept and academic achievement of distance learners at the College of Distance Education, University of Cape Coast (CoDE-UCC). A cross-sectional study with a quantitative approach was employed for this investigation. The study tested four hypotheses. Academic self-concept scale and academic achievement test scores were utilised for the study. The study demonstrates a linkage between academic self-concept and academic achievement. The study found no effect of gender and age interaction on academic self-concept. The study further found non-significant gender and age effects on academic achievement, nonetheless, there was gender main effect on academic achievement. Additionally, gender and age interaction did not moderate the association between academic self-concept and achievement. Referring to this, the Board of Directors in CoDE-UCC should focus on boosting students’ academic self-concept, particularly in fostering confidence and a belief in the value of effort.