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.

scholarly journals RELATIONSHIP MODEL OF PERSONALITY, COMMUNICATION, STUDENT ENGAGEMENT, AND LEARNING SATISFACTION

2015 ◽  
Vol 13 (2) ◽  
pp. 175-202 ◽  
Author(s):  
Dorothea Wahyu ARIANI
Keyword(s):  
Gender Differences ◽  
Student Engagement ◽  
Survey Research ◽  
Business School ◽  
Three Dimensions ◽  
Independent Variables ◽  
Learning Satisfaction ◽  
Relationship Model ◽  
The Relationship ◽  
Positive Effect

This study aims to examine the engagement as a mediating variable of the relationship between personality and communication with satisfaction. This study was conducted at business school in Indonesia with 307 students who are still active as a respondent. Survey research was conducted over four months by questionnaire that has been well-established that was taken and modified from previous studies. The results of this study indicate that student engagement mediates the relationship between personality and communication as independent variables and satisfaction as the dependent variable. Extroversion personality and communication significantly positive effect on student engagement in all three dimensions (vigor, dedication, and absorption). In addition, this study also showed that engagement and satisfaction are two different variables, but correlated, and there was no difference in terms of gender differences involvement.

scholarly journals The Relationship of Affective, Behavioral and Cognitive Engagements in ESL Higher Learning Classroom

2020 ◽  
Vol 2 (4) ◽  
pp. p48
Author(s):  
Aisyah Nazamud-din ◽  
Muhammad Harriz Zaini ◽  
Nor Hilaliyah Mohd Jamil
Keyword(s):  
Student Engagement ◽  
Pearson Correlation ◽  
Higher Learning ◽  
Three Dimensions ◽  
Cluster Sampling ◽  
Effective Learning ◽  
Pearson Correlation Analysis ◽  
Relationship Of ◽  
The Relationship ◽  
Teaching Instruction

The 21st Century learning deems various transformative skills learners in order to equip the fresh graduates for the demand of the fast changing industry. One of the ways to ensure an effective learning environment is by establishing strong student engagement in the classrooms. Student engagement can be observed in several dimensions; behavioral, affective and cognitive. The present study uncovered the levels of student engagement in these three dimensions and their relationship with each other in an ESL course in a public university in Malaysia. The population was 180 undergraduates of the second semester and 120 undergraduates were randomly selected by cluster sampling. The researchers adopted a mixed-method approach that focused more on the quantitative approach. A questionnaire with 5-Likert scale items and open-ended questions were utilized. The analysis revealed a moderate level of engagement during instruction and affective engagement as the highest form of engagement among the students in the classroom. Pearson Correlation analysis presented moderate to strong, significant and positive relationships among the three dimensions. This study proves the importance of student engagement in higher education learning as an element that demands to be considered in the teaching instruction, and program administration planning.

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 RELATIONSHIP BETWEEN ONLINE SOCIAL NETWORKING SITES & APPLICATIONS AND UNIVERSITY STUDENTS’ ACHIEVEMENT

2021 ◽  
Vol 9 (3) ◽  
pp. 1437-1445
Author(s):  
Syed Zubair Haider ◽  
Uzma Munawar ◽  
Hamida Bibi ◽  
Farooq Hussain ◽  
Abdul Wadood
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Academic Success ◽  
University Students ◽  
Social Networking ◽  
Social Networking Sites ◽  
Online Social Networking ◽  
Attention Span ◽  
Advantages And Disadvantages ◽  
The Relationship

Purpose of the study: This study analysed the relationship between Online Social Networking websites and Applications (OSNSA) and university students' academic achievement. Methodology: In the present research, a quantitative research design was followed, and a survey research type of descriptive research was used in this study. Data were collected from 150 university students using a modified version of The Online Social Networking Sites scale (Paul, Baker, & Cochran, 2012). The correlation was calculated by using the SPSS 22nd version. Main Findings: The findings revealed a connection between students' time spent on OSNSA and their academic outcomes. The time spent on OSNSA was observed to be strongly influenced by the attention span of the students. In particular, we find that a lower academic output is provided by the greater time spent on OSNSA. Also, attention span was strongly associated with features that influence students' academic success, such as their perceptions of society's social networking outlook, their advantages, and disadvantages of OSNSA, use of OSNSA, etc. Applications of this study: Many students spend most of their hours on online networking pages, like Facebook, Tok-Tok, and WhatsApp, which are the most common, considering the harmful impact of social media. In certain eyes, social media has embedded a detrimental effect, but it is also used to acquire vital knowledge and social skills for pupils. Novelty/Originality of this study: This research is different from other studies because it explores the relationship between social networking sites & the application and academic performance of university students belonging from South Punjab by exploring various facets of OSNSA which ultimately promote university students’ academic performance.

Enhancing student engagement through simulation in programming sessions

2018 ◽  
Vol 35 (2) ◽  
pp. 105-117 ◽  
Author(s):  
Sakirulai Olufemi Isiaq ◽  
Md Golam Jamil
Keyword(s):  
Student Engagement ◽  
Mixed Method ◽  
Meaningful Learning ◽  
Ecological Factors ◽  
Three Dimensions ◽  
Emotional Engagement ◽  
Research Approach ◽  
Mixed Method Research ◽  
Content Type ◽  
Balanced Distribution

Purpose The purpose of this paper is to explore the use of a simulator for teaching programming to foster student engagement and meaningful learning. Design/methodology/approach An exploratory mixed-method research approach was adopted in a classroom-based environment at a UK university. A rich account of student engagement dimensions (behavioural, affective/emotional, and cognitive) was captured through descriptive and inferential statistical analysis. This was triangulated through reflective and in-depth validation of open-ended questions. Findings Results show higher behavioural and emotional engagement in simulator-based sessions, but relatively low cognitive engagement when compared with traditional programming sessions. A strong interweaving relationship between these three dimensions is evident in both the traditional and simulator approaches. Therefore, a balanced distribution of the dimensions is recommended for effective planning and delivery of programming sessions. Research limitations/implications Student engagement is multidimensional as it includes various internal and external/ecological factors. This study did not consider external factors, such as family and societal influence; it focused on the classroom-based environment. Originality/value This study critically examined the use of simulation as a means to foster student engagement in programming sessions. Findings suggest that a balanced activities within the three engagement dimensions can facilitate meaningful learning.

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 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.

scholarly journals Exploring Factors Affecting Behavioral, Cognitive and Emotional Engagement of International Undergraduate Students in China 来华本科留学生学习性投入的影响因素研究——基于行为、认知和情感三维度

2020 ◽  
Vol 10 (S(1)) ◽  
pp. 51-62
Author(s):  
Meiqiong Gong ◽  
Yuhao Cen
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
International Student ◽  
Peer Interactions ◽  
Individual Characteristics ◽  
Three Dimensions ◽  
Survey Study ◽  
Emotional Engagement ◽  
Campus Environment ◽  
Factors Affecting

Student engagement is one of the critical measures assessing the quality of international student education. This survey study examined the behavioral, cognitive and emotional engagement of international students at a research-intensive university on the east coast of China. The findings showed the interrelationship of the behavioral, cognitive and emotional dimensions of student engagement. The research revealed that individual characteristics had significant effects on emotional engagement, while having no effect on behavioral or cognitive engagement. Male students, first-generation students, and students enrolling in degree programs displayed a lower level of emotional engagement compared with their counterparts. The research also found that supportive campus environment and frequent student-faculty interactions were positively related to the three dimensions of student engagement, whereas peer interactions had no effect on any of the dimensions. 来华留学生的学习性投入水平，是衡量高校留学生教育质量的重要方式。本文将学习性投入划分为行为投入、高阶认知投入、情感投入三维度，基于中国东海岸一所研究型大学来华本科留学生的调查数据，对留学生的学习性投入水平与影响因素进行描述性统计与回归分析。研究发现，留学生三维度的学习性投入显著正相关。个人背景特征对留学生的情感投入存在显著影响，但对行为和高阶认知投入没有影响。男性、第一代大学生、攻读学位项目的留学生均呈现较低的情感投入。校园环境支持度和师生互动因素对学习性投入三维度都具有显著影响，但生生互动对学习性投入各维度没有影响。

scholarly journals Moderating Effects of Student Motivation on the Relationship between Learning Styles and Student Engagement

2020 ◽  
Vol 16 (2) ◽  
pp. 93
Author(s):  
Mazuin Mat Halif ◽  
Narehan Hassan ◽  
Nur Athirah Sumardi ◽  
Aida Shekh Omar ◽  
Sharrifah Ali ◽  
...  
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Learning Style ◽  
Student Motivation ◽  
Visual Learning ◽  
Three Dimensions ◽  
Classroom Engagement ◽  
Moderating Effects ◽  
Technical Science ◽  
The Relationship

This research examined both the relationship and the effects of learning styles and student engagement at three selected Universiti Teknologi MARA, (UiTM) Malaysia state campuses using the VARK learning style model. The effects of students’ learning styles and their relationships to classroom engagement were analyzed. Three categories of students’ majors which were Social Science (SS), Technical Science (TS) and Pure Science (PS) were segregated to identify the moderating effects of student motivation on the relationship between learning styles and student engagement. The results revealed that only visual learning style was found to influence all three dimensions (behavioral, cognitive and emotional) elements of student engagement. These results also showed that visual learners had higher classroom engagement as opposed to both auditory and kinesthetic learners. It was also reported that all elements of student motivation (achievement, recognition, relationship with peers and relationship with lecturers) did significantly moderate the relationship between learning styles and student engagement.  It is recommended that instructors should employ varieties of teaching methods to encourage student engagement according to their fields of study. It is further suggested that motivation should be enriched among students to yield higher student classroom engagement.  Keywords: Homogenous Group, Learning Styles, Student Engagement, University Students,

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
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