DOI: 10.36347/sjahss.2014.v02i05.035

Pages: 830-837

Low academic achievement continues to be a challenge for the education system and society as a whole. A search for causes of low academic achievement and possible solutions remains top priority for institutions, educators, leaders and policy makers. The study sought to investigate the role of learner social self-concept on academic achievement of adolescents in secondary schools in selected areas of Zimbabwe. A qualitative methodology using focus group interviews was adopted to obtain detailed information about how learners felt about their social relationships with significant others including parents, educators and peers, and their effect on academic performance. High and low performing learners from urban and rural secondary schools were involved. Results have shown that positive social relationships were important for learning and achievement and that gender was only important for stereotyping subject choice but not overall performance. In view of the research results it is important that educators, parents, peers work collaboratively to maintain positive relations of all the learners to promote better achievement..