Influence of Cognitive Ability on Students’ Academic Achievement in Public Secondary Schools in Arusha District Council, Tanzania
Elizabeth D. Gemma
St. Gemma Primary School, Arusha
Email: gemmakisai@gmail.com
Christine Elisante Mnjokava
St. Augustine University of Tanzania (SAUT), Arusha
Email: cmnjokava@yahoo.com
Abstract: The study investigated the influence of cognitive abilities among secondary school students towards their academic achievement. Specifically, the study focused on factors influencing various cognitive abilities among students in public secondary schools and measures for improving cognitive ability to students’ academic achievement in public secondary schools. The study was guided by Social Intelligence Theory. The study employed convergent mixed methods approach. The study sample was99respondentsthat consisted of 9 school heads, 36 teachers and54 students from a population of 945. Stratified random sampling technique was used to select teachers and students while purposive sampling was used for school heads. Data were collected by using questionnaires and interview guide. The validity of the study was attained through the guidance and advice of the researcher supervisor. Reliability index, TQr>0.989 and SQr = 0.989, was obtained using Cronbach Alpha Method. Data were analysed using descriptive statistics. The study established that personal interest in the subject matter, level of distractions in the learning environment, teachers’ guidance and modeling and cultural background are factors influencing various cognitive abilities among students. In conclusion, creating conducive learning environments, fostering effective teacher-student interactions and promoting mental well-being are strategic measures to enhance cognitive abilities for improving students’ academic achievement. The study recommends that stakeholders and teachers need to devise ways of motivating students through identifying each student’s ability and employ enough teachers so as to create more student-teacher interaction.
