Exploring student engagement dynamics: Initiating model-building from a case study (original) (raw)
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QUICK DOWNLOAD: https://drive.google.com/file/d/0B3YJT2OiMX8wcTIxY2pGbWkzekE/view?usp=sharing Ensuring that learners are engaged is of high priority in any learning environment. Signs of such engagement include learners who are investing a lot of effort, remaining highly focused, persisting and enjoying challenges. Despite this, learners put into autonomous learning situations (undertaking work away from an instructor) may exhibit signs of disengagement, such as not doing the work, becoming distracted, or even distracting others. Identifying when and with who such issues may be occurring during learning can be crucial for instructors if they are to make relevant changes in order to promote higher levels of classroom engagement. Feedback from observation schemes, as well as learner surveys and interviews are the most commonly used approaches to identifying engagement problems. An experiment involving a mixed-method approach to analysing the engagement of 10 Japanese university students in English classroom discussions was undertaken and results discussed. Results generally showed that combining weekly observational recordings with student surveys and interviews revealed a satisfactory overall picture of the engagement of the students during discussions (in terms of behavior, feelings towards work undertaken and cognitive processes) and uncovered some potential reasons for low engagement. However, each of the three data collection methods came with clear issues themselves (such as reliability, validity and consumption of time) and require adaptation to better suit the situational needs of different teachers and students.
Insight: Jurnal Ilmiah Psikologi
Penelitian ini bertujuan untuk melihat model fit serta nilai validitas dan reliabilitas dari alat ukur student engagement pada siswa SMA dalam mempelajari bahasa Indonesia. Penelitian ini menggunakan pendekatan kuantitatif. Populasi dari penelitian ini yaitu siswa SMA di Bandung dan sekitarnya yang usia 15-18 tahun kelas X-XII yang mengambil mata pelajaran Bahasa Indonesia. Teknik sampling yang digunakan dalam penelitian ini menggunakan teknik sampling non probability sampling. Pada penelitian ini jumlah sampel yang digunakan pada uji validitas dan reliabilitas ini sejumlah 200 siswa SMA di Bandung dan sekitarnya. Hasil dari penelitian ini yaitu, variabel student engagement yang digunakan pada siswa SMA di Bandung yaitu behavioral engagement, emotional engagement, behavioral disaffection, dan emotional disaffection memenuhi syarat analisis CFA yaitu modelnya FIT. Validitas dari student engagement sebanyak 24 item yang valid dengan reliabilitas masing-masing dimensi yaitu behavioral...
Identifying Engagement Indicators as Support Educational Research
This work aims to present engagement indicators in support of educational research. It is known that the difficulty of engagement of students remains one of the biggest challenges faced by teachers. Usually the research show indicators or engagement variables in order to see if there was any change in the context of its interventions in the teaching process mediated by technology or not. The method used consisted of narrative type of literature review whose purpose search synthesize the individual studies on specific topics. The result showed ten (10) engagement indicators. Importantly, these can serve as support for future research in the educational field as well be applied as a strategy to identify the level of engagement of students in the various modalities of teaching.
Elements of engagement for successful learning
The Qualitative Report, 2009
In this research we sought to understand student practices, beliefs, and behaviors that led to positive engagement on campus. More specifically, we studied student engagement as a function of the individual within the contexts of classroom and university environment using a ...
Promoting Student Engagement in the English as a Foreign Language Classroom in a Japanese University
Student participation is often an important component of university courses whereby a part of the total grade calculation includes its evaluation. Participation serves to encourage the development of a variety of skills and the acquisition of knowledge through a more active form of student-centered learning. Class participation and interaction can provide instructors with some confidence that learning is taking place during a course and that students are coming to class prepared, having read and completed homework assignments. Thus, it can be used as a means of assessing student engagement with course material since many instructors interpret student responses as evidence of active engagement. Research shows that learning is an active, not a passive process and that students learn best and retain more by actively doing. This paper outlines ways in which a language-learning classroom, organized to focus on learners, can help to promote engagement which can in turn lead to improved student reflection on their classroom roles, and ultimately in their performance and acquisition of skills. Introduction The Confucian and Socratic models can be seen as representing two ends of the learning continuum within individuals. The Socratic method of learning is characteristic of the questioning of beliefs, the evaluation of others' knowledge along with a high esteem for self-generated knowledge, and the focus on error to evoke doubt. The Confucian method, on the other hand, embodies effortful, pragmatic and respectful learning, and the acquisition of essential knowledge (Tweed & Lehman, 2002).
Engagement, gender, and motivation: A predictive model for Japanese young language learners
A culture of engagement may help to build and sustain young children's motivation to learn a new language. In this study, we sought to investigate the link between engagement and motivation over the course of a semester in a naturally occurring Japanese elementary school classroom environment. 423 fifth-year students in public elementary schools in western Japan agreed to participate in the research. Students completed surveys at two time points, first at the beginning of the semester regarding their in-class engagement, and again at the end of the semester regarding their motivation. A structural equation model was constructed using engagement and gender as predictors and motivational regulations as outcome variables. Observer rating of each class was used to triangulate. Engagement strongly predicted more adaptive intrinsically regulated motives and negatively predicted more extrinsic motives. Male students showed a tendency toward lower engagement, lower internally regulated motives, and higher externally regulated motives. Observer rating showed that students' reported engagement was visible to outside observers. Findings indicate that students' in-class engagement may be an important variable when investigating the long-term dynamics of foreign language learning in a classroom setting. Practical and theoretical implications are discussed.
International Online Journal of Education and Teaching, 2019
The aim of this study was to investigate the interaction between student engagement and achievement. The study sample was composed of 296 at Ufuk University in Ankara, Turkey. The participants were enrolled in the intensive English language program of the foreign language Preparatory School of the institution. Data collection was carried out with the Mazer's (2012) Student Engagement Scale, which was adapted to Turkish by Uğur and Akın (2015). Students' English achievement was measured by their mid-term exam results. Statistical analysis revealed participants to be more engaged in silent in class behaviors followed by out of class behaviors, thinking about course content, and out-of-class behaviors. Moreover, it was found that participants had low engagement levels in oral in class behaviors. All types of engagement had a positive correlation with mid-term exam scores. Among all types of engagement behaviors, oral in class behaviors was the only predictor of students' exam scores.
PLOS ONE
Student engagement during classes includes behavioural, cognitive and emotional components, and is a prerequisite for successful active learning environments. A novel approach to measuring student engagement was developed, involving triangulation of real-time student-self report, observation by trained observers and heart rate measurement. The selfreport instrument was evaluated in four separate cohorts (n = 123) at Monash University and the University of North Carolina. The six item self-report demonstrated good reliability (Cronbach's alpha values ranged from 0.7-0.81). The self-report showed predictive validity in that small group activities were rated as significantly more engaging than didactic lecturing. Additionally, there was significant inter-instructor variability and within-class variability, indicating good discrimination between classroom activities. This self-report may prove useful to academic teaching staff in evaluating and refining their active learning activities. Independent observation was not found to correlate with student self-report, due in part to students who were pretending to engage being rated as engaged by an observer. Strikingly, students reported that they were pretending to engage for 23% of class time, even for highly regarded instructors. Individual participants were rated as engaged for 42 of the 46 intervals for which they reported that they had "pretended to engage", indicating that the two observers were unable to detect disengagement during periods in which students pretended to engage. Instructors should be aware that student cues such as eye contact and nodding may indicate pretending to engage. One particular self-report item; "I tried a new approach or way of thinking about the content", correlated positively with heart rates, and a controlled study reproduced this finding during two activities that required students to try a new approach to understanding a concept. Agreement with this item also correlated with superior performance on two in-class written assessment tasks (n = 101, p<0.01). Further use of this tool and related educational research may be useful to identify in-class activities that are engaging and likely to lead to improved student attainment of learning outcomes.
Conceptualizing Learner Engagement in Japanese University EFL Contexts
甲南大学教育学習支援センター紀要 = Memoirs of Learning Utility Center for Konan University Students, 2021
School of Management 【Abstract】 In this paper, the author introduces a mixed-methods research design that was used to explore how learner engagement manifests itself in university English as a Foreign Language (EFL) courses in Japan. This research involved a unique protocol for classroom observations, which was supplemented by teacher and learner interviews, questionnaires, and support documents. Thematic analysis of the qualitative data identified several instructional practices, teacher characteristics and contextual features that had either positive or negative influences on levels of learner engagement during classroom meetings. This research supports a conceptual framework involving self-determination theory, identity, investment, willingness to communicate and flow.