Relationship Between Students’ Engagement with Academic Performance Among Non-Food Science Students Enrolled in Food Science Course
This paper aims to determine the influence of students’ engagement on academic performance. A total of 84 non-food science students enrolled in a food science course were chosen to answer the questionnaire. 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 significant positive relationship between overall students’ engagements with academic performance (r = 0.312; p < 0.001). Two components of students’ engagement, i.e., emotional engagement (r = 0.529**; p < 0.001) and cognitive engagement (r = 0.391; p < 0.001), both showed positive relationship to academic performance.
Multiple linear regression analysis showed that emotional domain contributed to 38.6% of variation on students’ performance, hence plays a vital role in students’ academic performance.