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Brackett, M. A., Patti, J., Stern, R., Rivers, S. E., Elbertson, N. A., Chisholm, C. et al. (2009). A Sustainable, Skill-Based Approach to Building Emotionally Literate Schools. In M. Hughes, H. L. Thompson, & J. B. Terrell (Eds.), Handbook for Developing Emotional and Social Intelligence: Best Practices, Case Studies, and Strategies (pp. 329-358). San Francisco, CA: Pfeiffer.

has been cited by the following article:

• TITLE: Investigating the Type of Student Engagement That Exists in English Classrooms of Public Basic Schools in Ghana

  AUTHORS: Gertrude Afiba Torto

  KEYWORDS: Behavioural Engagement, Cognitive Engagement, Emotional Engagement, English, Junior High School

  JOURNAL NAME: Open Journal of Social Sciences, Vol.8 No.9, September 7, 2020

  ABSTRACT: Current studies on student engagement and achievement posited that there are three dimensions of student engagement and there is a correlation between the three dimensions of student engagement and achievement. Several researches conducted in Ghana have looked at aspects of student engagement. However, the issue of poor academic performance continues to be a huge challenge. It is imperative therefore to conduct a study to find out the type of student engagement that exists in the public basic schools, in order to find out the underlying factor that impedes good performance in these schools as a way of finding solution to the challenge of poor performance. The study employed a quantitative approach of inquiry, using 61 English language teachers in the Cape Coast metropolis in Ghana. The data was collected by a five-point Likert Scale questionnaire which was analysed using descriptive statistics (Means and Standard Deviation). The study found out that, though there are traits of the three dimensions of student engagement, the dominant dimension was the Emotional. Thus, in Cape Coast, the three dimensions are not at play in the English classrooms so achievement could not happen.