Learner Behavior, Student Engagement and Academic Performance: A Mixed-Methods Case Study of Cavendish University Uganda

Abstract

Performance in higher education institutions (HEIs) and organizations is crucial as it enhances productivity, engagement, continuous improvement, and goal attainment. Despite these benefits, student performance in private universities remains a persistent concern. This mixed-method study examined the association between learner behavior, student engagement, and academic performance at Cavendish University Uganda (CUU). Quantitative data were collected from 196 undergraduate students using structured questionnaires, while qualitative data were obtained from 10 key informant interviews with deans, heads of department, academic staff, and students. Quantitative analysis revealed that learner behavior (r = .353, p < .001) and student engagement (r = .439, p <.001) had significant positive associations with academic performance. Together, they explained 20.6% of the variation in academic performance (R² = .206, F (2, 193) = 25.044, p = .001). However, regression results showed that student engagement demonstrated a strong unique association (β = .355, p = .001), while learner behavior was not statistically significant (β = .142, p = .076). Qualitative findings supported these results by providing contextual explanations. Participants emphasized that collaboration, active participation, regular attendance, and time management enhance students’ understanding, motivation, and confidence. The study concludes that student engagement demonstrated a stronger unique association with academic performance than learner behavior when both variables were considered simultaneously. Therefore, higher education institutions should strengthen student engagement strategies while promoting positive learner behaviors to improve academic performance.

Keywords: (Learner behavior, Student engagement, Academic performance, Higher education, Private universities, Uganda).