Psychosocial Support and Learner Engagement as Correlates of Academic Achievement among Form Three Students in Gantsi Region, Botswana

Abstract

Keitumetse Basadi Dikgomo, Elizabeth Mutisya and Lucy Mawang

University students represent a nutritionally vulnerable group due to increased independence in food Academic performance remains a central indicator of student success and a key determinant of future aspirations. However, persistent low achievement among Form Three students in the Gantsi Region of Botswana has raised concern, particularly during this critical transition phase from junior to senior secondary education. Despite ongoing efforts by the Botswana Ministry of Education to enhance educational quality, gaps in performance persist. Notably, limited research has examined the role of psychosocial support and learner engagement in this region. This study investigated the joint predictive influence of psychosocial support and learner engagement on academic achievement among Form Three students. Guided by Social Support Theory by Don Drennon-Gala and Cullen (1990), alongside the Transactional Model of Engagement, a correlational research design was employed. Data were collected from 288 students (155 girls, 133 boys) across three junior secondary schools using questionnaires and academic records. Descriptive statistics, independent samples t-tests, and multiple regression analysis were used for data analysis at α = 0.05. Findings revealed significant positive relationships between psychosocial support and academic achievement (r = .61, p < .001), and between learner engagement and academic achievement (r = .57, p < .001). Female students reported higher levels of psychosocial support and engagement than males, with statistically significant differences. Regression results showed that psychosocial support (β = 0.426) and learner engagement (β = 0.362) significantly predicted academic achievement, jointly explaining 45.1% of the variance (R2 = 0.451). The study concludes that strengthening psychosocial support systems and enhancing learner engagement are critical for improving academic outcomes. It recommends policy reforms focusing on school-based psychosocial programs, learner-centered pedagogies, gender-responsive strategies, and integration of social-emotional learning in teacher training.

Background: Academic achievement, measured through tests, coursework, and grades, shapes education systems, career prospects, and socio-economic development. Despite its importance, low performance persists globally, with international and regional assessments revealing significant disparities in learning outcomes. Countries have adopted interventions such as counselling, inclusive pedagogies, and curriculum reforms to address these gaps. In Africa, challenges including limited resources, weak engagement, and socio-economic constraints continue to hinder progress. Evidence highlights psychosocial support and learner engagement as critical determinants of performance, though research gaps remain. This study examines these factors, including gender differences, to better understand their influence on academic outcomes.

Materials and Methods: This study employed a correlational research design to examine relationships between psychosocial support, learner engagement, and academic achievement among Form Three students in Botswana’s Gantsi Region. A quantitative approach was used, with structured questionnaires and academic records providing data. The target population was 1,100 students, with a sample of 313 selected through stratified and simple random sampling. Validated tools (PROMIS-SR and CAADE) ensured reliable measurement. Data was analyzed using SPSS Version 29 through descriptive and inferential statistics, including Pearson correlation, t-tests, and multiple regression. Ethical approval and informed consent were obtained, ensuring confidentiality and voluntary participation throughout the study process.

Results: A total of 313 questionnaires were administered, with 288 valid responses (92.1% response rate), indicating strong representativeness. Gender distribution showed higher participation among girls (95.1%) than boys (88.7%). Assumption testing confirmed suitability for parametric analyses: data were normally distributed (Shapiro–Wilk p > .05), homogeneity of variance was met (Levene’s p > .05), residuals were independent (Durbin–Watson = 1.97), and no multicollinearity was detected (VIF = 3.508). Gender differences in psychosocial support and learner engagement were not statistically significant (p > .05). Engagement positively predicted academic achievement (r = .53, p < .001), with cognitive engagement comparatively lower than emotional and behavioural dimensions.

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