Relationship between Cognitive Engagement in Classroom Activities and Academic Performance among form Three Students in Meru County, Kenya
Abstract
Over the past five years (2019 to 2023), Meru County secondary schools have consistently generated subpar examination scores. Failure in national exams increases the likelihood that a student will not qualify for further education and training in most occupations. The goal of this study was to ascertain whether cognitive engagement in classroom activities among Form Three pupils in Meru County, Kenya, predicts academic progress. The following goal served as the study's direction: To determine the relationship between students' academic performance and their cognitive engagement in classroom activities. The theoretical framework was based on Finn's school engagement theory. The investigation used a correlational research design. All Form Three pupils in Meru County made up the study's population in 2024, while research respondents were chosen by simple random sampling. Schools that participated in the study were chosen through stratified sampling. The study sampled 406 (203 boys and 203 girls) Form Three students from 14 sampled schools. One mixed-day secondary school was the subject of a pilot study; it did not take part in the main study. Data were gathered by having students complete a questionnaire. The students' engagement scale was used as a measure of engagement in classroom activities. The grades from the final 2024 term two exam, which were received from the school files, were used as a measure of academic performance. Data were examined using descriptive and inferential statistics. Quantitative data were analyzed using Pearson’s Product Moment Correlation Coefficient. The findings revealed that there was a positive and significant relationship between students’ cognitive engagement in classroom activities and academic performance (r (378) =.21). The study could provide instructors and school counselors with knowledge on the connections between students' Cognitive engagement in classroom activities and academic performance. The study recommends that teachers, parents, and education stakeholders encourage students’ cognitive engagement as it is associated with that academic performance