Exploring the Relationship Between Student Engagement and New Pedagogical Approaches

2018 ◽  
Vol 47 (2) ◽  
pp. 170-192
Author(s):  
Zulal A. Malik ◽  
Sarah S. Khan ◽  
Manzil-e- Maqsood
Keyword(s):  
Student Engagement ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
Emotional Engagement ◽  
Interactive Learning Environment ◽  
Traditional Lecture ◽  
Video Lectures ◽  
The Relationship ◽  
Compare And Contrast ◽  
Method Approach

Flipped classroom is a pedagogical approach that with the help of technology moves the traditional lecture from a group space to individual space, and the group space is used to create an interactive learning environment. Students view video lectures at home before the class, and the time during the class is used to engage students in peer-to-peer learning. This study evaluates the effectiveness of flipped approach by examining the relationship between flipped approach and student engagement at physical, behavioral, and emotional levels. The research uses a mixed method approach; it starts with collection and analysis of quantitative data, and then, the qualitative data are collected to compare and contrast the results of quantitative data. The results indicate that flipped approach improves physical and cognitive engagement of students. However, flipped approach does not improve their emotional engagement.

scholarly journals The relationship between school climate and students’ engagement at school

2020 ◽  
Vol 52 (2) ◽  
pp. 233-274
Author(s):  
Dejan Djordjic
Keyword(s):  
High School Students ◽  
School Climate ◽  
Student Engagement ◽  
Emotional Engagement ◽  
School Life ◽  
School Students ◽  
Teacher Student ◽  
Climate Scale ◽  
Novi Sad ◽  
The Relationship

The school climate is a construct that can adequately represent the quality of school life. School climate is the sum of perceptions of teachers, parents, students and administration about different aspects of school functioning and has an impact on their lives. The aim of the research was to determine the relationship between the school climate and student engagement. The sample consists of 332 high school students from Sombor and Novi Sad. The Delaware School Climate Scale was used, namely the School Climate and Student Engagement subscales. Prior to data processing, a confirmatory factor analysis was performed to confirm the latent dimensionality of the used instruments. Then, descriptive indicators were presented. According to descriptive indicators students assess the school climate moderately, and on average they are more cognitively/behaviourally engaged than emotionally. The intercorrelation table indicates low to moderate correlations between variables. In order to respond to the aim of the study, two multiple regression analyses were performed. Regression analysis shows that teacher student relations are statistically sig?nificant predictor of all three types of student engagement, while fairness of school rules appears as a statistically significant predictor of cognitive/behavioural student engagement, and the factor respect for diversity of students? emotional engagement. Similar results are found in other studies conducted around the world.

scholarly journals The effect of two educational technology tools on student engagement in Chinese EFL courses

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Yilian Teng ◽  
Xia Wang
Keyword(s):  
Educational Technology ◽  
Student Engagement ◽  
Social Networking ◽  
Three Dimensions ◽  
Emotional Engagement ◽  
Advantages And Disadvantages ◽  
Technology Tools ◽  
Specific Discipline ◽  
Principal Factors ◽  
The Relationship

AbstractEducational technology has become an indispensable aspect of higher education, playing a crucial role in affecting student engagement, in particular. The application, advantages and disadvantages of learning management systems (LMS) and social networking systems in Chinese EFL courses, represented by Superstar—Xuexitong and WeChat, are introduced. The study aims to explore the relationship between the two educational technology tools and three dimensions of student engagement. Using an adopted and revised questionnaire from previous researches, the study measures the extent of impact of the specified educational technology tools on student engagement with the help of SPSS. Through the independent sample T tests, analysis of variance, correlation and regression, the study found that emotional engagement has the strongest positive effect on educational technology engagement. In addition, analysis of the four principal factors indicates that using LMS could engage students more than adopting social networking systems. There are significant differences in cognitive engagement between different genders, with that of males surpassing females. This article provides some empirical evidence for exploration into the use of educational technology in a specific discipline to foster better student engagement.

Individual Cognitive Differences and Student Engagement in Video Lectures and E-Learning Environments

2021 ◽  
pp. 1455-1470
Author(s):  
Mehmet Kokoç ◽  
Hale Ilgaz ◽  
Arif Altun
Keyword(s):  
Individual Differences ◽  
Student Engagement ◽  
Research Area ◽  
Special Focus ◽  
Classroom Context ◽  
Cognitive Differences ◽  
Video Lectures ◽  
E Learning ◽  
The Impact ◽  
The Relationship

Student engagement is a research area which has been focused on for many years but gained growing interest especially in recent years. Studies in the literature indicate that there is an agreement on the relationship between learning outcomes and student engagement in school and classroom context. But, what is not yet clear is the impact of cognitive individual differences of learners on student engagement, especially when exposed to video lectures. Thus, this chapter focuses on understanding individual cognitive differences in order to improve student engagement. The rest of this chapter will be organized as follows: Firstly, student engagement is defined based on different engagement models with a special focus on video lectures. Secondly, previous research will be reviewed to discuss the relationship between student engagement and cognitive individual differences. This is followed by recommendations that can be used for further student engagement research.

To Flip or Not to Flip?

2019 ◽  
pp. 17-37
Author(s):  
Ricardo Castedo ◽  
Lina M López ◽  
María Chiquito ◽  
José Daniel Cabrera Martín
Keyword(s):  
Higher Education ◽  
Gender Differences ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
The Other ◽  
First Year ◽  
Direct Impact ◽  
Traditional Lecture ◽  
Contrast Group ◽  
The Impact

The use of flipped classroom in higher education has increased in recent years, but there are still few quantitative data on student achievement. In this chapter, a flipped classroom methodology has been applied during two consecutive academic years in an engineering degree. During the first year, one group was taught with traditional lecture (used as contrast group) while the other used the flipped classroom. In the second year, both groups were taught with the flipped methodology. The main objectives were to measure the impact of learning focusing on possible gender differences and on active students to increase the students' involvement and to study how the students view this new experience. The results show that the developed methodology has a direct impact on learning improving the final grades and decreasing their dispersion. The students tend to attend more to class and to exams with this methodology.

scholarly journals Flipped classroom: An investigation into learner engagement during non-face-to-face components

2020 ◽  
Vol 4 (2) ◽  
pp. 118
Author(s):  
KC Lee ◽  
Happy Goh ◽  
Jessie Teng ◽  
Kah Wei Wong
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Discussion Forums ◽  
Learner Engagement ◽  
Face To Face ◽  
Creative Commons ◽  
Interactive Engagement ◽  
Video Lectures ◽  
Constructive Engagement

This paper investigated student engagement on the non-face-to-face component of the flipped approach in a critical thinking and writing class. Drawing from flipped approach and learner engagement literature and using an adapted version of Chi and Wylie’s Interactive, Constructive, Active, Passive (ICAP) framework (2014), the study looked specifically at student engagement in non-face-to-face activities and tasks, namely video lectures, readings, tutorial materials, quizzes, and discussion forums. A total of 71 respondents were involved in the study. A self-perception survey designed to understand the level of student engagement was administered. Findings show that for activities of viewing e-lectures and doing assigned readings, most respondents displayed passive engagement, with a good proportion exhibiting active and constructive behaviours. However, there is an increased number of respondents who showed active and constructive engagement in going through materials in preparation for face-to-face tutorials, as well as in completing the online quizzes. Interactive engagement is not obvious. This study suggests that more strategic scaffolding provided for students could result in a higher level of effectiveness in learner engagement as well as a need to re-look at the design of the materials, activities, and tasks if the intent is to mediate interactive engagement. Keywords: Flipped classroom, ICAP framework, Online learning, Scaffolding, Student engagementHow to cite this article:Lee, K.C., Goh, H., Teng, J. & Wong, K.W. 2020. Flipped classroom: An investigation into learner engagement during non-face-to-face components. Scholarship of Teaching and Learning in the South. 4(2): 118-137. https://doi.org/10.36615/sotls.v4i2.116.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Effect of University Administrative and Academic Processes on Student Engagement: An Empirical Evidence from Pakistan

2020 ◽  
Vol 3 (2) ◽  
pp. 85-109
Author(s):  
Javaid Iqbal ◽  
Ali Asghar
Keyword(s):  
Academic Success ◽  
Student Engagement ◽  
Private Universities ◽  
Partial Least Square ◽  
Least Square ◽  
Learning Assessment ◽  
Emotional Engagement ◽  
Facilities Management ◽  
Teaching Learning ◽  
The Relationship

Student engagement is among the emerging discourses in education research. It is a significant factor in students' academic success and involves the student and the university's contributions. The literature extensively reports the studies that establish and explore the relationship between academic processes and student engagement; however, administrative processes are less focused. This study empirically tested the effect of administrative processes (admission, facilities management, counseling, and governance) and academic processes (teaching, learning, assessment & feedback, research & development) on student engagement. A survey instrument comprising 73 items was used to collect the data from 368 students of two private universities in Lahore, Pakistan. Except for the demographic fields, all items were gauged over a 7-point Likert scale with 1-7 (strong disagreement to the strong agreement). The reliability score of the pilot was 0.96, and of the final data, 0.92. Descriptive statistics were applied to explain the demographic characteristics of the sample. Smart PLS was used to draw structure equation models (SEM) by computing Partial Least Square (PLS) regression scores. Results have predicted strong and positive relationships between administrative processes, academic processes, and student engagement. PLS-SEM showed that both administrative processes and academic processes almost equally affect student engagement. The discussion of results revealed that administrative processes, though equally important as academic processes, but previous research shows less focus on it. The study concluded that emotional engagement is the least focused area by the administration as well as academia. The study suggests the private universities in Lahore to focus on improving their focus on developing emotional engagement of their students to reap loyalty and organizational commitment of their students.

Individual Cognitive Differences and Student Engagement in Video Lectures and E-Learning Environments

2020 ◽  
pp. 78-93
Author(s):  
Mehmet Kokoç ◽  
Hale Ilgaz ◽  
Arif Altun
Keyword(s):  
Individual Differences ◽  
Student Engagement ◽  
Research Area ◽  
Special Focus ◽  
Classroom Context ◽  
Cognitive Differences ◽  
Video Lectures ◽  
E Learning ◽  
The Impact ◽  
The Relationship

Student engagement is a research area which has been focused on for many years but gained growing interest especially in recent years. Studies in the literature indicate that there is an agreement on the relationship between learning outcomes and student engagement in school and classroom context. But, what is not yet clear is the impact of cognitive individual differences of learners on student engagement, especially when exposed to video lectures. Thus, this chapter focuses on understanding individual cognitive differences in order to improve student engagement. The rest of this chapter will be organized as follows: Firstly, student engagement is defined based on different engagement models with a special focus on video lectures. Secondly, previous research will be reviewed to discuss the relationship between student engagement and cognitive individual differences. This is followed by recommendations that can be used for further student engagement research.

scholarly journals Student Engagement in Mathematics Flipped Classrooms: Implications of Journal Publications From 2011 to 2020

2021 ◽  
Vol 12 ◽  
Author(s):  
Chung Kwan Lo ◽  
Khe Foon Hew
Keyword(s):  
Student Engagement ◽  
Mathematics Anxiety ◽  
Classroom Practice ◽  
Flipped Classroom ◽  
Self Regulation ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
The Sustainable Development ◽  
And Mathematics ◽  
K 12

Mathematics is one of the core STEM (science, technology, engineering, and mathematics) subject disciplines. Engaging students in learning mathematics helps retain students in STEM fields and thus contributes to the sustainable development of society. To increase student engagement, some mathematics instructors have redesigned their courses using the flipped classroom approach. In this review, we examined the results of comparative studies published between 2011 and 2020 to summarize the effects of this instructional approach (vs. traditional lecturing) on students’ behavioral, emotional, and cognitive engagement with mathematics courses. Thirty-three articles in K–12 and higher education contexts were included for analysis. The results suggest that the use of the flipped classroom approach may increase some aspects of behavioral engagement (e.g., interaction and attention/participation), emotional engagement (e.g., course satisfaction), and cognitive engagement (e.g., understanding of mathematics). However, we discovered that several aspects (e.g., students’ attendance, mathematics anxiety, and self-regulation) of student engagement have not been thoroughly explored and are worthy of further study. The results of this review have important implications for future flipped classroom practice (e.g., engaging students in solving real-world problems), and for research on student engagement (e.g., using more objective measures, such as classroom observation) in mathematics education.

The Afterschool Hours: Examining the Relationship between Afterschool Staff-Based Social Capital and Student Engagement in LA's BEST

2007 ◽  
Author(s):  
Denise Huang ◽  
Allison Coordt ◽  
Deborah La Torre ◽  
Seth Leon ◽  
Judy Miyoshi ◽  
...  
Keyword(s):  
Social Capital ◽  
Student Engagement ◽  
The Relationship

Learning Language Levels in Students Accurate with a History Academic Achievement History

2017 ◽  
Vol 1 (2) ◽  
pp. 137
Author(s):  
Noorlela Binti Noordin ◽  
Abdul Razaq Ahmad ◽  
Anuar Ahmad
Keyword(s):  
Academic Achievement ◽  
Statistical Inference ◽  
Quantitative Data ◽  
Quantitative Methods ◽  
Descriptive Statistics ◽  
Language Test ◽  
The Subject ◽  
The Difference ◽  
Learning Language ◽  
The Relationship

This study was aimed to evaluate the Malay proficiency among students in Form Two especially non-Malay students and its relationship to academic achievement History. To achieve the purpose of the study there are two objectives, the first is to look at the difference between mean of Malay Language test influences min of academic achievement of History subject among non-Malay students in Form Two and the second is the relationship between the level of Malay proficiency and their academic achievement for History. This study used quantitative methods, which involved 100 people of Form Two non-Malay students in one of the schools in Klang, Selangor. This study used quantitative data were analyzed using descriptive statistics and statistical inference with IBM SPSS Statistics v22 software. This study found that there was a relationship between the proficiency of Malay language among non-Malay students with achievements in the subject of History. The implications of this study are discussed in this article.

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