Abstract
Classroom engagement is well thought out to be amid the better forecasters of education, yet there is a rising apprehension that there is no compromise on the intangible groundwork. A developmental theory for higher education. This research aimed at identifying relationship between factors such as self-efficacy, partners in learning, transformative learning, pedagogies, and student’s overall classroom engagement. Data has been collected from Management and Science University (MSU) students by utilizing online survey questionnaire and a total of 110 students have responded. A proper standardised statistical method was used for data analysis. The results revealed that all factors except transformative learning showed significant positive relationships with the classroom engagement, which indicates that students’ ultimate academic achievement via classroom engagement is mostly determined by several factors particularly, their self-efficacy, whom they partner in learning, and pedagogies. The findings were deliberated in the light of previous studies and relevant theories. Lastly, some recommendations to all stakeholders including future researchers and limitation of the study are discussed.
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