MST-Department of Educational Psychology

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https://repository.ku.ac.ke/handle/123456789/413

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Browsing MST-Department of Educational Psychology by Subject "Academic Engagement"

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    Academic Engagement and Learning Approaches as Predictors of Academic Achievement among Form Three Students in Machakos County, Kenya
    (Kenyatta University, 2022) Masila, Judith Nthenya; Anthony Ireri
    The academic achievement of most secondary school learners in Kangundo Sub County has been below average for the period between 2015 and 2019. Studies have shown that cognitive variables influence academic achievement of students. However, the studies that have been conducted so far involved samples of students from other areas that differ from Kangundo Sub County in many aspects. This study examined academic engagement and learning approaches as predictors of academic achievement. The objectives of the study were to; examine the relationship between cognitive engagement and academic achievement among form three students, investigate the relationship between emotional engagement and academic achievement among form three students, examine the relationship between deep approach to learning and academic achievement among form three students, find out the relationship between surface approach to learning and academic achievement among form three students and to develop a regression model to predict academic achievement from academic engagement and approach to learning.The study used a correlational design. The study was based on social cognitive theory and engagement theory. The target population comprised of 24 secondary schools in Kangundo Sub County. The target population of the students was 2640 form three students in the year 2020. Purposive sampling and simple random sampling techniques were used to select the sample. The sample size consisted of 10 secondary schools and 417 students. A pilot study was done in one school involving a sample of 30 students to establish the validity and reliability of questionnaires. The researcher collected data from the respondents using self-administered questionnaires. Frequencies, mean, standard deviation and percentage were used to analyze background information and describe academic engagement, approach to learning and academic achievement data. Inferential statistics was used to test research hypotheses. The study established that cognitive engagement and academic achievement had a positive significant correlation r (368) = .22, p < .05). Emotional engagement and academic achievement had a significant correlation, r (368) = .31, p < .05. There was a significant positive correlation between deep approach to learning and academic achievement, r (368) = .27, p < .05. There was a weak positive correlation between surface approach to learning and academic achievement, r (368) = .12, p < .05. Only 14% variance in students’ academic achievement was accounted for by cognitive engagement, emotional engagement, deep approach and surface approach to learning. The multiple correlation coefficient was 0.37 which indicates that the independent variables moderately predict academic achievement. R square was 0.14 implying that 14% variance in academic achievement is explained by cognitive engagement, emotional engagement, deep approach and surface approach. The study recommends that teachers should strive to enhance cognitive engagement, emotional engagement and guide the students to adopt deep approach to learning in order to enhance academic achievement. Student counsellors may leverage on the study findings when designing guidance programs that focus on enhancement of academic engagement and adoption of deep approach to learning for better learning outcomes.