Academic Motivation and Cognitive Engagement as Correlates of Academic Achievement among Form Four Students in the South East Region, Botswana
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Date
2024-06-01
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Kenyatta University
Abstract
Academic Achievement is an essential part of learning, and it is the most important
factor that lcnd§ to ll!c 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. In Botswana, final examinations are used to measure academic achievement.
Studc}lls’_ future academic progress is therefore, mainly determined by final
examinations. So far, the results have been on the declining trend for decades. The
purpose of the study was to determine how academic motivation and cognitive
engagement predict academic achievement in the region. The study objectives
include; to determine the relationship between academic motivation and academic
achievement, to find out the relationship between cognitive engagement and academic
achievement, to find out gender differences in academic motivation and cognitive
engagement, and to determine thse predictive weight of academic motivation and
cognitive engagement on academic achievement. Albert Bandura’s Social Cognitive
Theory (1989) and 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 Academic Motivation Scale (AMS) and Cognitive
Engagement Learning Strategies. The target population was form four students in
public secondary schools in the same region, in 2022. 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 statistics such as means,
percentages and frequencies were used to summarise the collected quantitative data.
Pearson’s Product Moment Correlation Coefficient and Multiple Regression Analysis
were used to test the stated null hypotheses set at «. = 0.05. In the first objective the
findings of the study indicated a statistically significant correlation between academic
motivation and achievement. (r =123, p < 01). In the second objective the results
indicated a positive correlation between cognitive engagement and academic
achievement (r=32,p< .01).In the third objective the findings also demonstrated
that there were notable gender variations in academic motivation and cognitive
engagement, at # = 2.63, df = 500, p < .01. The fourth objective shovyeq that b'oth
academic motivation and cognitive engagement had a significant predictive welght
(7=8.07, p<.01). Both predictor variables had a significant fit. F = 8.07, p<.01L. Major
recommendations of the study were that school administrators, teachers, parents and
ablish supportive learning environments for students. stakeholders collaborate to est s
Administrators and teachers to hold seminars and/or workshops to train teachers on
demic achievement goals.
Description
Master Thesis