Understanding Root causes of Low Academic Engagement among University Students and Strategies for Improvement: A case of Rwanda

Abstract

This study investigated the root causes of low academic engagement among university students in Rwanda and identifies strategies to  improve their involvement in academic activities. A mixed- methods approach was used, with a sample of 394 students and 198 lecturers  from five universities. Stratified random sampling was used for students, while simple random sampling was used for lecturers. The  sample size was determined using Slovin’s formula. Data were collected through structured questionnaires, focus group discussion and  classroom observations. Quantitative data were analyzed using descriptive statistics (frequencies, percentages, means, and standard  deviations), while qualitative data were analyzed using thematic analysis. The findings revealed that students exhibit low levels of  engagement in key academic behaviors, such as attending classes regularly, participating in discussions, and utilizing academic support services. Contributing factors include a perceived lack of value in higher education, limited job prospects after graduation, excessive use  of social media, and insufficient enforcement of university policies. Students also reported low levels of enthusiasm and academic  curiosity, further aggravating the issue. The study identified several important strategies to address these challenges: the  implementation of mentorship programs, career counseling, academic advising, and digital literacy workshops. Additionally, stricter  enforcement of attendance and academic regulations, along with the adoption of innovative teaching methods and active learning strategies, are proposed to create a more engaging academic environment. The study stresses the need for universities to align their  offerings with students' career expectations and to foster a supportive, interactive learning environment to enhance student  engagement and academic success.