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Submitted
October 1, 2025
Accepted
March 4, 2026
Published
April 21, 2026
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Abstract

ABSTRACT


This study examined the interplay between academic interest and academic performance among
high school students in Uganda, with emphasis on the role of motivation in learning. The study
was guided by Self-Determination and Expectancy–Value Theories. A quantitative correlational
design was employed, involving 297 students selected through proportionate stratified random
sampling. Academic interest was measured using a 19-item questionnaire, while academic
performance was assessed using promotional grades. Data were analyzed using descriptive
statistics, Pearson’s correlation, and simple linear regression. Results indicated generally high
levels of academic interest among students. Significant positive relationships were observed
between academic interest and performance in arts subjects (r = .167, p < .01) and overall
academic achievement (r = .138, p < .05). However, no statistically significant relationship
was observed between academic interest and science performance (r = .102, p = .077). The
study concluded that academic interest contributes to overall academic performance, though its
influence varies across subject areas. We recommend that educators adopt interest-enhancing
strategies, particularly in science subjects, to improve student engagement and learning outcomes.

Keywords

Academic interest Self-regulated Learning Academic Achievement Uganda

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Copyright (c) 2026 Moris Matembu Kipuru, Loyce Kiiza Kobusingye, Maliko Kisembo

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite
Matembu Kipuru, M., Kiiza Kobusingye, L., & Kisembo, M. (2026). The Quiet Driver: Academic Interest and Its Echo in Student Performance. Pan-African Journal of Education and Social Sciences, 6(3), 150–164. https://doi.org/10.56893/pajes2025v06i03.10
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