Cognitive Engagement as Correlate of Academic Achievement among Form Four Students in the South East Region, Botswana

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dc.contributor.authorMoji, Rampete, Ma
dc.contributor.authorMutua, Josephine
dc.contributor.authorKigen, Edward
dc.date.accessioned2024-07-10T06:29:04Z
dc.date.available2024-07-10T06:29:04Z
dc.date.issued2024-05-27
dc.descriptionArticleen_US
dc.description.abstractAcademic Achievement is an essential part of learning, and it is the most important factor that leads to the attainment of one’s goals. Good academic achievement by students at Senior High school is of paramount importance in every educational system. On the same note, poor academic achievement persists and requires more research. The purpose of this study was to determine how cognitive engagement predicts academic achievement in the South East Region of Botswana. The Self-Determination Theory of Richard Ryan and Edward Deci (1985) guided this study. This research utilized a correlational research design while purposive sampling, stratified sampling and simple random sampling were used to select 502 Form four students. Data was collected through self-report questionnaires which comprise adapted scales for Cognitive Engagement Learning Strategies which comprised 16 questions. The targeted population was Form four students in public secondary schools in the South East Region, Botswana. A pilot study using 50 students from one secondary school in the region was conducted to check the validity and reliability of the instruments before collecting the actual data. A sample of 502 participants was selected from 5 public secondary schools. Academic achievement was inferred from students’ academic records. Descriptive and inferential statistical methods were utilised in SPSS version 25 to summarise the collected quantitative data. Descriptive statistics such as means, percentages and frequencies were used to summarise the collected quantitative data. The data demonstrated a weakly positive correlation (r (500) =.32, p <.01) between academic achievement and cognitive engagement. Education trainers through pre-service and in-service training should consider implementing required courses to assist instructors in cascading the knowledge, skills and abilities needed by trainees to support students in cultivating cognitive engagement in objectively supporting students to reach their academic achievement goals. To fully comprehend the relationship between cognitive engagement and academic achievement at the secondary school level, similar studies using a mixed study design should be explored.en_US
dc.identifier.issn2454-6186
dc.identifier.otherhttps://dx.doi.org/10.47772/IJRISS.2024.803051S
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/28433
dc.language.isoenen_US
dc.publisherRSISen_US
dc.subjectCognitive Engagementen_US
dc.subjectAcademic Achievementen_US
dc.subjectForm Fouren_US
dc.subjectBotswanaen_US
dc.titleCognitive Engagement as Correlate of Academic Achievement among Form Four Students in the South East Region, Botswanaen_US
dc.typeArticleen_US
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