Relationship between Cognitive Engagement in Classroom Activities and Academic Performance among form Three Students in Meru County, Kenya

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

Cognitive, Engagement, Performance, Relationship

1. Delfino, A. P. (2019). The extent of student engagement, the factors affecting student engagement and the correlation between student engagement and academic performance of students of State University, Philippines. [Google Scholar] [Crossref]

2. Dinga, J. N., Mwaura, A. M., & Ng'ang'a, M. W. (2018). Relationship between achievement goal orientation and academic performance among Form Three students in Kiambu County, Kenya. International Journal of Education and Research, 6(4), 53–68. [Google Scholar] [Crossref]

3. Finn, J. D. (1993). School engagement and students at risk. National Center for Education Statistics. [Google Scholar] [Crossref]

4. Finn, J. D., Folger, J., & Cox, D. (1991). Measuring participation among elementary grade students. Educational and Psychological Measurement, 51, 393–402. [Google Scholar] [Crossref]

5. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate research in education (9th ed.). McGraw-Hill Education. [Google Scholar] [Crossref]

6. Hasan, K., & Semra, S. (2016). The role of motivation and cognitive engagement in science achievement. Science Education International, 27(4), 509–529. [Google Scholar] [Crossref]

7. Hayam-Jonas, A. (2016). The relationship between student engagement and academic achievement. University of Auckland. [Google Scholar] [Crossref]

8. Wara, E., Aloka, P. J., & Odongo, B. C. (2018). Relationship between cognitive engagement and academic achievement among Kenyan secondary school students. Mediterranean Journal of Social Sciences, 9(2), 6. [Google Scholar] [Crossref]

• Examine Sleep Deprivation among Adolescents: Evidence from a Selected Chinese High School in Johor, Malaysia
• Effectiveness of Learning PEMDAS through Game-Based Learning for Primary Students
• Socioeconomic Background and Self-Efficacy as Predictors of Emotional Resilience among In-School Adolescents in Abeokuta, Nigeria
• Muguka Related Activities on Students’ Self-Acceptance Levels in Mbeere South Sub County, Embu County, Kenya
• Emotional Neglect and Students’ Academic Performnce in Secondary Schools in Delta North Senatorial District