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example a review of self-esteem research done by Reasoner (2001) shows that there is a general preposition indicating is close relationship between academic achievement and self-esteem. The nature of this relationship is however an issue among researchers. One position of argument is that a positive self- esteem has predictive influence for high academic achievement. Others assert that high academic performance of students predicts high self-esteem levels. The current study mainly focused on how school type may be associated with self-esteem and academic achievement of students. The sample selected was subjected to one way ANOVA, chi-square and t-test statistics using correlation research design. The current study used students in form 4 class, in Kenya an African country. Comparison across cultures was not done. Data analysis used KCPE marks and form 4 class mean scores from mock results to measure academic achievement and RSES to measure self-esteem.

2.3 Relationship between School Type and Students’ Academic Achievement

Jurges and Schneider (2006) study show that there are three main types of public secondary schools (tracks). At an early age of about ten years, pupils are

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recommended for admissions into these tracks according to their academic achievement or ability. Gymnasium being the most academic and prestigious track only provides direct entry into tertiary education. Students who perform poorly are directed to less academic schools. Thus the decision made at the end of the primary school tends to be final and essentially determines the educational opportunities of children (Jurges & Schneider, 2006). Uniform ability classrooms give a learning environment that is better suited to the capabilities of the individual pupils. Ability differences between high and low achieving students in a class are smaller than in comprehensive school systems- this in effect leads to better aggregate educational outcomes. The same notion may be linked to the selection criterion in Kenyan secondary schools according to the KCPE marks. High scorers are placed in national schools and low scorers in district schools. However, some basic inequalities in primary education may influence the outcome of one’s KCPE marks, which may eventually curtail ones self-actualization.

Jurges and Schneider (2006) citing a recent cross-national study done by Hanushek & Wobmann (2005) comparing countries with and without educational tracking, found that tracking after primary school decreases educational equality and negatively hampering academic performance. The current study was interested in establishing the academic differences among the Kenyan school types from national school to sub-county schools. Admissions to these schools are based on KCPE results of students. Are differences in

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KCPE entry marks maintained and reflected at the end of the secondary school course? The psychological constructs focused in this study, of self-esteem and career aspirations are assumed to possess a reciprocal effect on students’’ academic achievement students.

A report from the Department of Education in U.S.A by Wood (2008) found out that, there is no big difference between public and private school academic performance at least in mathematics and reading. This was in the study that compared public and private schools using linear modelling technique. The concept weighted public and private school performance, after taking into account students attributes. This included ethnicity, family income and English language proficiency as well as the skill and experience of the teaching staff. In this study, public and private students with similar populations and conditions derived from the 4th and 8th grades in 2003 undertook tests in reading and mathematics

The findings showed similar scores between private and public schools in reading but public school 4th graders significantly did well in mathematics than their private counterparts. For 8th graders both public and private, the students did about the same in mathematics. There was a significant difference in reading where private schools did better than public schools. The study also included parochial schools and their performance was found to be similar to other private schools. Those in conservative Christian schools scored

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significantly lower than other groups. The study concluded that academic performance is not about school category; public or private, charter or parochial- what matters most is the individual school. The cost of the school is not a guarantee for performance (Wood, 2008). The current study was carried out in Kenya (Nairobi County) where only public schools of various categories; national, extra-county, county and sub-county school types were compared. Generally, there exists an academic achievement gap in these school types. Besides, these schools differ significantly in terms of facilities, teachers and students’ characteristics.

Sabitu, et al (2012), conducted a study on academic performance of students in senior secondary schools in Ondo state, Nigeria, making reference to school types and facilities. The study sought to find out the influence of facilities on academic achievement of students both in private and public schools. Using a descriptive survey and Proportionate random sampling technique, 50 schools in Ondo state were sampled. Data collection used questionnaires for the principals and questionnaires for teachers and students. A t-test was used for data analysis and a significance level of 0.05 was used for hypotheses testing.

The study revealed that available facilities in both public and private schools in Ondo state differed significantly, there was no significant difference in academic achievement of students in the private and public secondary schools. The study by Phillias and Wanjohi (2011) found that the type of schools (single

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sex or mixed, private or public) has effect on academic performance of students in mathematics. The current study having considered data released by KNEC on KCSE examinations results for various years, sharp differences in performances among national, county and sub county schools continue to persist. The research endeavoured to find out what would be the effect of psychological variables of self-esteem and career aspirations of students as predictors to academic performance. Therefore, there was need to establish relationship between school type, academic achievement and career aspirations of students in secondary school.

Cynthia and Megan (2008) cited in Sabitu, et al (2012) report that there is general opinion of parents in Nigeria that the incidences of poor academic performance is more common in public than in private secondary schools. This opinion of parents of better academic performance in private secondary schools has enhanced the popularity of private secondary schools. Most students admitted into tertiary institutions such as colleges of education, polytechnics and universities evidently came from private secondary schools. In Kenya, the pressure for form 1 admission to a national school has made government to increase national schools from the traditional 18 to 103 (Softkenya, 2014). The main reason for this increase is academic performance. Academic performance is perceived to predict career aspirations and training. The current study sought to establish the relationship between students’ self-esteem, academic achievement and career aspirations by school type.

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Newhouse and Beegle (2005) did a study on the effects of school type on academic achievement. The study evaluated the impact of school type on academic achievement of junior secondary school students (grade 7-9). The study found out that, students who graduate from public junior secondary schools had a higher performance of 0.15 to 0.4 standard deviations on the national exit examinations when compared to private school peers. Students in private Muslim schools, like madrassas, had almost similar performance with secular private school students. The results from the study enhances the indirect evidence that academic performance is promoted by the quality and quantity of inputs in schools.

In Indonesia, public schools have quality inputs and are thus viewed as superior to secular and Muslim private schools (Newhouse & Beegle, 2005). The study attributes higher quality inputs high schools to promoting higher academic scores. As mentioned earlier, higher inputs in Kenyan national schools have been attributed to higher test scores. However, the current study sought to establish the psychological influences of self-esteem and career aspirations in these varying school environments in relation to academic achievement.