The Quiet Driver: Academic Interest and Its Echo in Student Performance

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.