The Correlation Between Students’ Engagement and Their English Academic Achievement across Gender

Icantika Putri, Lu'luil (2025) The Correlation Between Students’ Engagement and Their English Academic Achievement across Gender. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

Putri, Lu’luil I. 2025. Students’ engagement is considered a factor that contributes to students’ academic achievement. However, in practice, students with high engagement do not consistently achieve high academic results, while others with lower engagement sometimes perform well. The purpose of this research was to investigate the correlation between eighth-grade students’ English academic achievement and their students’ engagement at MTsN 3 Kediri. Another objective of this study was to analyze how gender influences students’ engagement and their English academic achievement. This study also investigated what are the most significant student engagement dimensions that influence English academic achievement. The study used Philp et al.’s (2016) theoretical framework, which defines engagement in terms of four dimensions of engagement: behavioral, emotional, cognitive, and social engagement. The research employed a quantitative correlational design, involving 72 eighth-grade students of MTsN 3 Kediri. The data were collected through a student engagement questionnaire and an English academic achievement test. The data was collected by distributing the students’ engagement questionnaire and English academic achievement to the students on different days. Then, the data were analyzed using Spearman's Rank Correlation in SPSS version 27, due to the non-normal distribution of the data. The Mann-Whitney U was also conducted to investigate the gender difference due to non-normal data distribution. The results showed a significance value of 0.006 and a correlation coefficient of 0.319, indicating a low but statistically significant positive correlation between student engagement and English academic achievement. The result also revealed a significant gender difference in students’ engagement (ρ=0.628) and revealed there is no significant gender difference in their English academic achievement (ρ=0.005). Among the four dimensions, emotional engagement with a correlation coefficient is 0.366, and cognitive engagement with a 0.318 correlation coefficient had a strong influence on English academic achievement. These findings suggest that encouraging emotional and cognitive engagement may support better learning achievement in English.

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