EFFECT OF CLASSROOM ENGAGEMENT ON ACADEMIC PERFORMANCE OF STUDENTS IN MATHEMATICS IN PUBLIC DAY SCHOOLS IN MUSANZE DISTRICT, RWANDA
DOI:
https://doi.org/10.46827/ejsss.v9i3.1608Trefwoorden:
classroom engagement, students’ academic performance, social engagement, cognitive engagement, behavioural engagementSamenvatting
This paper aimed to determine the effect of classroom engagement on students’ academic performance in Mathematics subject in public day schools in Rwanda, the case of Musanze District. This study adopted a descriptive research design using a mixed methods research design; a combination of both quantitative and qualitative forms of research. The target population for this study was the educational practitioners in the district including students, teachers, head teachers, and sector education officers in the district. Thus, the total population was 1600 participants. A sample random technique was used to sample 320 respondents taken as a sample size. Analysis of data was aided by Statistical Package for Social Science (SPSS) version 21 and output was exported to Microsoft Word in the form of tables for the purpose of reporting. From the findings, the study revealed that the overall mean of students’ engagement was found to be 3.63 (SD = .24). Respondents were found to be more engaged in social engagement (x̄= 3.98, SD = .63), followed by emotional engagement (x̄= 3.96, SD = .52), behavioural engagement (x̄= 3.46, SD = .44) and cognitive engagement (x̄= 2.80, SD = .28). Results showed a significant positive relationship between classroom engagement with academic performance of students in Mathematics (r = 0.668; p < 0.001). Multiple linear regression analysis showed that classroom engagement contributed to 67.9% of the variation in students’ performance, hence playing a vital role in students’ academic performance in Mathematics subject.
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