Dimensions of Academic Engagement as Predictors of Physics Achievement in Senior Secondary Schools

Abstract

This study examined the relationship between academic engagement and students' achievement in Senior Secondary School Physics in Nigeria. The study used a correlational design with ex-post facto procedure to collect data. Four research questions were asked and answered. The population comprised all public Senior Secondary School II (SSS II) students in Wukari Metropolis, Taraba State, Nigeria. Systematic random sampling technique was used to select a total sample size of 410 (N=410) subjects. Academic Engagement Questionnaire with a reliability coefficient of 0.81 and Physics Achievement Score Proforma were used for data collection. The collected data were analysed using mean, standard deviation, Pearson's Product Moment Correlation and Multiple Regression analysis. The results showed that academic engagement components have low positive relationship with Senior Secondary School students' Physics achievement (cognitive (R=0.280), behavioural (R=0.350) and emotional (R=0.350) Physics achievement predicting model based on predicted standard shows that one unit increase in cognitive engagement will lead to a 0.230 increase in Physics achievement; one unit increase in behavioural engagement will lead to a 0.268 increase in Physics achievement; one unit increase in emotional engagement will lead to a 0.268 increase in Physics achievement. It is recommended that Physics teachers should utilise learner-centred approach in instruction and appropriate instructional pedagogies that will encourage students’ involvement and achievement in Physics at the senior secondary schools.