The Impact of Self-Awareness on Students’ Academic Success in Nyamagana Public Secondary Schools

Abstract

The purpose of this research was to investigate how self-awareness could influence secondary school students' academic success in Nyamagana District, Mwanza in Tanzania. This study was anchored by emotional intelligence theory, and utilized a mixed research design that engaged both quantitative and qualitative research approaches. But also, the study employed explanatory sequential design. Data were obtained from a total of 166 participants: students, teachers, and education officers, using questionnaires and semi-structured interviews as data generation tools. Findings revealed that self-awareness is an important contributory factor in students' academic achievement suggesting that it enables students to identify their own strengths and weaknesses, formulate achievable goals, and select effective approaches for learning. Self-aware students had a better academic performance, good time management, and made intentional and well-thought-out academic decisions. Teachers also believed that self-awareness informed reflection, accountability and engagement with students. In general, this study demonstrates that self-awareness is an important predictor of academic success, and therefore schools are urged to implement self-awareness and emotional intelligence programs into teaching and learning to enhance the educational experience