Influence of Student Engagement on Students' Academic Performance in Public Secondary Schools in Marsabit County, Kenya

Abstract

Student engagement has emerged as one of the most significant determinants of academic achievement because it influences learners' motivation, participation, persistence, and commitment to educational activities. Despite substantial investments by the Government of Kenya to improve secondary education through curriculum reforms, teacher recruitment, and increased access to schooling, academic performance in Marsabit County has remained consistently below the national average. The study investigated the relationship between learners’ engagement and academic achievement in public secondary schools in Marsabit County, Kenya. It was guided by Connectivism Learning Theory and adopted a descriptive survey research design. The study population consisted of 2,665 participants, including school principals, teachers, and Form Four students. From this population, 353 participants were selected through a combination of purposive, stratified random, and simple random sampling procedures. Data were gathered through structured questionnaires and interview schedules. Quantitative information was processed using descriptive measures, Pearson’s Product Moment Correlation, and simple regression techniques, whereas qualitative data were subjected to thematic analysis. The results demonstrated a statistically significant positive association between student engagement and academic performance (r = .578 (p < .05). Regression analysis further demonstrated that student engagement significantly predicted academic performance after controlling for other dimensions of school culture (Beta = .260, p < .05). Students who actively participated in classroom learning, school activities, collaborative learning, and decision-making demonstrated higher academic achievement than less engaged learners. Interview findings revealed that learner participation was enhanced by supportive teachers, co-curricular activities, and positive classroom interactions but constrained by absenteeism, socio-economic challenges, and limited parental support. The study concludes that strengthening student engagement provides an effective strategy for improving academic performance. The study recommends that schools institutionalize learner-centered pedagogies, strengthen guidance and counselling programmes, increase student participation in school governance, and promote collaborative learning to enhance academic outcomes.

Keywords: Student Engagement, Academic Performance, School Culture, Learner Participation, Public Secondary Schools, Marsabit County