Cultural identity and self esteem as factors in self efficacy in sciences among Bakonzo and non Bakonzo girls in Busongora-Kasese District

Abstract

This study investigated cultural identity and self esteem as some of the factors that influence self-efficacy in academic disciplines, notably science disciplines. Data was obtained using questionnaires and analyzed using Pearson r correlation and t tests. The relationships and likely influence between cultural identity and self esteem, cultural identity and self efficacy; self esteem and self efficacy were determined. Then t tests were run to establish if Bakonzo and non Bakonzo girls significantly differ in the mean scores on all the three variables. The scores for each group were analyzed for the respective groups to determine their respective average scores on each variable. Their relationships were determined. t-tests were established to establish if there were any differences between and among two big divides of ethnic groups, namely: the Bakonzo and non Bakonzo girls on their respective levels of the variables of the study. Data was obtained using questionnaires. Three hundred (300) girls of senior two and senior three, of whom 200 and 100 were Bakonzo and non Bakonzo respectively were randomly selected. Six teachers and one hostel manager participated in the study. Of the 300 participants, 229 had their parents and homes in Kasese district while 71 came to the district to study but had their parents and homes outside the district. 160 girls and 140 girls were randomly selected from senior two and senior three respectively. 262 were under 18 years while 38 were above. By religion, they were distributed as follows: Roman Catholics 94, Protestants 153, Moslems 19, SDA 23 and Others 11. Results of the study indicated significant relationships between cultural identity and self-esteem (sign. 0.000); cultural identity and self efficacy (sign. 0.000); self esteem and self efficacy (sign. 0.000). The t-test results for the two groups indicated significant differences between Bakonzo and non-Bakonzo girls on cultural identity (sig. 0.000) and self-efficacy (sig. 0.001) in which the non Bakonzo girls scored significantly higher than the Bakonzo girls, except for self esteem (sign. 0.336). Basing on the findings of the study and specifically from the interview schedule with the teachers, the researcher recommends that other variables, notably socio-economic status and the nature of the previous schools attended could be investigated to ascertain the most likely explanation for the difference between the Bakonzo and non Bakonzo in their offer of sciences at Advanced level. These two variables tended to be emphasized by the career teachers and directors of studies as apparent determinants of self efficacy and academic ability in many disciplines.