Abstract: This study investigatedstudents’ academic engagement and learning strategies as predictors of secondary school students` academic achievement in Economics. The study was guided by three research questions and three hypotheses. The study was carried out in Owerri Education Zone 2 of Imo State. A correlation research design was adopted for the study. The population of the study comprised of 5,368 senior secondary school II Economics students for 2020/2021 academic session, with sample of 375 SS IIEconomics students. The study adopted three instruments for data collection; Students’ engagement Questionnaire (SEQ), learning strategies questionnaire (LSQ) and Economics Achievement Test (EAT). The internal consistency reliability indices of SEQ and LSQ were determined to be 0.76 and .84 using Cronbach alpha while the internal consistency reliability of (EAT) was .81 using KR-20. Simple linear regression was adopted to answer the research questions 1-2, while research question 3 was answered using multiple regression. However, regression t-test was used to test hypotheses 1-2 while hypothesis 3 was tested using regression ANOVA. All the hypotheses were testedat 0.05 level of significance. The result shows that students’ engagement and learning strategies significantly predicted students’ academic achievement in Economics. Based on the findings of the study, it was recommended among others that, Economics teachers should encourage learners centered method in the process of teaching so that students will be feel free to be involved in teaching and learning
Okere et al. (Tue,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: