TEACHERS’ ENGAGEMENT STRATEGIES AS PREDICTORS OF STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined teachers’ engagement strategies as predictors of students’ academic achievement in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study consisted of 24,933 SS2 students in 267 public secondary schools in the six education zones in Anambra State. The sample of 1,247 SS2 students was used for the study. Multistage sampling procedure comprising proportionate stratified and simple random sampling techniques were used for the study. The instrument ‘Teachers’ Engagement Strategies Questionnaire (TESQ)’ was used for data collection, while Students’ Academic Achievement Scores (SAAS) were used to measure students’ academic achievement for this study. The instrument (TESQ) was subjected to face and construct validation. Face validation was done by three experts. The reliability of the instrument was determined using the Cronbach Alpha technique and the average coefficient value of 0.83 for TESQ was obtained and considered highly reliable and suitable for the study. Simple linear regression statistical tool was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The findings of the study revealed that teacher-student classroom interaction and communication skills have a high positive and significant prediction on students’ academic achievement in public secondary schools in Anambra State. The study concluded that teachers’ engagement strategies are positive and significant predictors of students’ academic achievement in public secondary schools in Anambra State. Based on the findings, the study recommended that public secondary school teachers should build stronger classroom relationships with their students by showing a genuine care for their students’ well-being. This will create a more supportive and trusting learning environment. This emotional connection between teacher and student is a critical factor for academic engagement and success.