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.
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