Exploring the Engagement–Achievement Nexus: Behavioral and Emotional Pathways in Secondary Education in Wakiso District, Uganda
DOI:
https://doi.org/10.53819/81018102t4359Abstract
This study investigates the extent to which academic engagement operationalized through students’ sense of belonging and participation predicts academic achievement among secondary school learners in Wakiso District, Uganda. Anchored in multidimensional engagement theory (Fredricks et al., 2004) and Finn’s (1993) participation–identification model, the research focused on how affective and behavioral engagement influence performance in arts and science subjects. A quantitative, cross-sectional correlational survey design was employed with 297 students randomly selected from four high-performing secondary schools using proportionate stratified sampling. Data were collected via a validated self-report questionnaire (CVI = .926), complemented by official school grades. Reliability testing indicated acceptable internal consistency (α = .73 for sense of belonging; α = .70 for participation). Pearson’s correlations revealed that behavioral engagement (participation) significantly predicted achievement across the arts, sciences, and overall performance, whereas emotional engagement (belonging) showed weak, non-significant associations. The findings underscore the stronger predictive role of behavioral engagement, particularly in arts-related disciplines where interactive participation was more influential. Implications point to the adoption of participatory, student-centered pedagogies such as project-based learning, collaborative tasks, and digital interactivity while simultaneously fostering inclusive climates that nurture belonging and long-term persistence. This study contributes context-specific evidence from a resource-limited African educational setting, offering both theoretical and practical insights. It also recommends future longitudinal and mixed-methods studies to explore the mediating role of emotional engagement in academic success.
Keywords: Academic Engagement, sense of belonging, participation, academic success
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