Examining Variations in Science Achievement: A Grounded Theory Study on Learning Habits and Emotional Engagement
Author(s): Frank Aduo, Sampson Mensah Akrosumah, Richard Koranteng Akpanglo-Nartey, Boye Sampson
Publication #: 2512005
Date of Publication: 23.12.2025
Country: Ghana
Pages: 1-10
Published In: Volume 11 Issue 6 December-2025
DOI: https://doi.org/10.62970/IJIRCT.v11.i6.2512005
Abstract
This study investigates the interplay between learning habits and emotional engagement among Ghanaian secondary school students and their impact on science achievement across different performance levels. Employing a grounded theory qualitative approach, purposive and theoretical sampling identified high, medium, and low performers from diverse schools across selected regions. Data were collected concurrently through semi-structured interviews, classroom observations, and reflective journals to capture rich, authentic narratives. Analysis followed a constant comparative method involving open, axial, and selective coding, guiding ongoing data collection and theory refinement. Findings reveal distinct cognitive and affective engagement patterns: high performers exhibit strategic, well-regulated learning accompanied by strong interest and confidence; medium performers show inconsistent study behaviors and fluctuating motivation; low performers rely on reactive memorization rooted in anxiety and low self-confidence. The emergent construct of Adaptive Engagement illuminates the dynamic feedback loop between emotional investment and learning strategies, shaping science outcomes. This model underscores the critical role of integrating cognitive and emotional support in science education to address varied learner needs effectively. The study contributes valuable insights for educators and policymakers to design interventions that foster sustained motivation and strategic learning, ultimately enhancing science performance in under-resourced contexts.
Keywords: Self-regulated learning, emotional engagement, science achievement, grounded theory, secondary education
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