Mismatched expectation: lessons learned from university student engagement behaviours with an instructor’s feedback in Korea

Students in non-native English-speaking countries like China showed low engagement in English learning. To foster student engagement, educators have adopted different teaching strategies like Blended learning to improve the effectiveness of English classrooms. The station rotation model in the blended classroom has the potential to enhance students’ engagement. However, there is still a need to make learning more exciting to retain engagement, especially when the classes are conducted entirely online in a pandemic. The study aims to identify the effectiveness of the Station Rotation and a Gamification approach to improve students’ engagement in online learning English. Two research questions are involved in the study. 1) What features of the Station Rotation and a Gamification approach can be integrated into LMS to improve students’ engagement in English vocabulary learning? 2) What effect do the station rotation and gamification approach have on students’ engagement in English learning, including cognitive, emotional, and behavioural engagement? The methodology chosen is qualitative research with data triangulation using observation, self-report and interview. The findings revealed significant effects on improving students’ learning engagement in three dimensions, enhancing students’ interests, boosting motivation, and fostering engagement. The findings offered several implications and recommendations for further research and contributed to the literature by sharing practical ways to incorporate the Station Rotation and a Gamification approach.

This study dealt with the influence of Teaching Strategies and Teacher’s Self-Concept to Students’ Engagement in learning among High School Teachers in Mawab, Davao de Oro. The primary goal of this study was to determine the level of teaching strategies and teachers’ self-concept to students’ engagement in learning in terms of their respected indicators, the significant difference between teaching strategies and teachers’ self-concept to students’ engagement in learning, and what domains of teaching strategies and teachers’ self-concept substantially influence students’ engagement in learning. Also this study utilized a quantitative-correlational design with 113 respondents among teachers in three chosen High schools’ in Mawab, Davao de Oro. The average weighted mean, Pearson-R, and multiple regression analysis were the statistical tool used in this study. Along with this, the result of the study revealed that the first independent variable which is the teaching strategies got an overall level of moderate, within its indicator; critical thinking, creativity, social skills and ICT skills, got a very high level. On the other hand, the second independent variable which is teachers’ self-concept got an overall level of very high, within its indicators; values, beliefs, student-centered approach and teacher-centered approach all got a high level. On the other hand, the dependent variable, affective engagement, behavioral engagement and cognitive engagement also got a very high level. Additionally, teaching strategies had moderate correlation towards students’ engagement in learning, while teacher’s self-concept got a high correlation towards students’ engagement in learning. Hence, this led to the rejection of null hypothesis in terms of teaching strategies and teachers’ self-concept. Also, in terms of Regression of teaching strategies, critical thinking, social skills, and ICT skills were domains that significantly influencing students’ engagement in learning, whilst, the regression of teacher’s self-concept revealed that, values, beliefs, and student-centered approach were domains that significantly influencing students’ engagement in learning. Thus, the teacher may continue to use the teaching strategies by providing students engagement in their learning and students may also engage by the teachers’ self-concept to make better progress and improve their learning for students and teaching for teachers.

This study aims to increase students' active participation in the Pancasila and Citizenship Education (PPKn) subject through the application of a portfolio-based learning model for class VIII-G at SMP Negeri 5 Mataram. This study uses research. This study uses Classroom Action Research (CAR) with data collection techniques through interviews, observations, tests, and documentation. The stages in this study are planning, action, observation and reflection. The subjects of the classroom action research were students of class VIII-G of SMP 5 Mataram. The data analysis techniques used were qualitative and quantitative. In cycle I, the percentage of active student participation reached 57% of the total number of students present, but after improvements were made in cycle II, the percentage of active student participation increased to 87% and in cycle III, the percentage of active student participation increased to 94%. Therefore, the portfolio-based learning model can increase the active participation of students where the percentage of success in this classroom action research has exceeded the indicator of the success of active student participation that has been determined from the beginning, a minimum of 75% success of the action. Based on the results of the data for each cycle, it shows that the use of a portfolio-based learning model in learning Pancasila and Citizenship Education (PPKn) in class VIII-G at SMP Negeri 5 Mataram can increase the active participation of students

Student engagement is one of the indicators of a successful teaching and learning process. Many studies claim that student engagement is associated with the performance and achievement of students. In this study, the researchers aimed to determine the effects of science laboratory environments and science learning motivation towards student engagement in learning science among non-science students. 468 upper secondary non-science students in Sarawak were involved in this survey with the administration of three sets of questionnaires on science laboratory environment, science learning motivation and student engagement in science learning. Multiple regression was used to analyse the research questions. Both science laboratory learning environment (r = 0.523) and science learning motivation (r = 0.670) are found positively correlated to student engagement. The results also revealed that the science laboratory learning environment and science learning motivation are significant predictors of student engagement in learning science with R2 = 0.463. Specifically, student cohesiveness, open-endedness, integration and material environment in the science laboratory learning environment and all the dimensions of motivation predict student engagement in science learning. The findings suggest that educators, especially science teachers, should utilise the laboratory effectively and keep students motivated to ensure their active engagement in science learning.

Background: Blended learning, which integrates traditional face-to-face education with digital and online elements, has gained prominence in recent years as an efficient method to enhance student learning experiences. But it is worth noting that the completion rate of online and blended learning courses continues to be rather low, as indicated by research. Purpose: The purpose of the current study is to understand the intellectual discussion around dynamic learner engagement in the era of blended learning so that the areas of improvement can be earmarked and suitable strategies can be made to bridge the gap between the expectations of the learners and the actual delivery of the course. Method: A systematic review was conducted using a replicable search strategy. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 (PRISMA 2020) statement guided this study. Many keyword combinations were searched for in the title, keyword, and abstract fields, according to the search criteria to arrive at the final corpus of papers. Result: The study found that in order to cultivate learners’ engagement in blended learning, it is imperative to investigate the various aspects that impact learning engagement. Through a comprehensive analysis of existing scholarly literature, the present study has successfully discovered a range of both internal and external elements that exert a significant influence on the level of engagement exhibited by learners. Active participation by students and innovative pedagogical tactics emerged as significant aspects in a blended learning format, allowing designers and educators to provide targeted support for students. Conclusion: The study provides clear insights for instructors into the various methods to strategize around in the blended learning environment format so that they can design better pedagogical tactics and increase learner engagement through active student participation.

Master of Social Work (MSW) training is important for professional development and has created high expectations for social work education in China. However, few studies have evaluated MSW students’ learning outcomes and how students engage in the learning process. To gain insight into MSW students’ learning success, this study focusses on the relationship between students’ learning process and learning outcomes—namely, professional competence and identity—under the guidance of student engagement theory. This study involved MSW students (n = 1,201) from all 104 MSW degree programmes in China in 2017. The data analysis was based on theory-guided structural equation modelling. The results show that student engagement in academic learning is indirectly and positively related to professional competence and professional identity through the full mediating role of field learning. In addition, students’ BSW background and university resources played moderating roles in the relationships between engagement in academic learning and professional identity and between engagement in field learning and professional competence. Field education strengthens students’ achievements. These results could lead to a better understanding of the characteristics of students’ learning engagement and aid the design of adaptable teaching plans. These results may also lead to new ideas for the further modification of social work education in China.

Background: Group work is a method of teaching in which students are put in small groups, two to six, and work in cooperation with each other. But there are different factors that affect students’ participation in group activities. This action research was intended to assess different factors affecting active participation of second year regular students in group activities. Methods: Institutional based cross sectional action research was conducted between April and May 2016. Study populations were all second year regular biology students (43 students) of Wollega University. Self-administered structured questionnaire was used to collect data. Data was analyzed using SPSS version 24 software and percentages were calculated. Data was presented using tables. Results: Analyzed data showed that the most important student related factors that respondents agreed to affect their active group participation include; lack of English language proficiency (28%), reluctance in taking responsibilities (21%), large group size (46%), domination by active learners (56%) and influence of mother tongue (21%). Teacher related factors that affect students’ active participation are lack of encouraging students, lack of control and guidance, non-grading of group activities and lack of teaching materials. Conclusion: Different factors like large group size, Dominance of active learners, Lack of language proficiency, Lack of teaching materials, Non-grading of group activities and Lack of encouraging the students were found to affect students’ active participation. The intervention action plan developed in this action research project should be implemented in a course of study in which prevailing factors affecting students’ active participation are similar to those herein identified. Sufficient guidance and counseling should be given to students in every group activities and learning issues.

As the main driver of talent cultivation in colleges and universities, the learning and development level of college students is a core indicator of the quality of talent cultivation. The current status of college students' learning has always been a heavily researched topic. However, there is a lack of academic research on the potential mechanisms of self-control about how it affects college students' learning engagement. This study explored the relationship between college students' self-control and learning engagement and the potential mechanisms underlying this relationship with reference to a large sample. A total of 765 college students from Guangxi, China, completed the self-control scale, the resilience scale, the positive emotions scale, and the learning engagement scale. SPSS 26.0 was used to conduct common method bias tests, descriptive statistics, correlation tests, and regression analyses. Structural equation modeling was constructed using AMOS 26.0, and mediation effects were tested. This article mainly used questionnaires to collect data and, on this basis, examined the relationship between self-control, resilience, positive emotions, and the learning engagement of college students. The results showed that (1) self-control positively affected college students' learning engagement; (2) resilience partially mediated the relationship between self-control and college students' learning engagement; (3) positive emotions partially mediated the relationship between self-control and college students' learning engagement; and (4) resilience and positive emotions played a chain-mediating role between self-control and college students' learning engagement. The present study identifies the potential mechanism underlying the association between the self-control and learning engagement of college students. The results of this study have practical implications for enhancing the learning engagement of Chinese college students by increasing their psychological resources and improving the teaching of university teachers.

The implementation of IT-based learning media for children with special needs at Labschool UNNES, particularly in English language education, is the focus of this research. The research method used is qualitative descriptive, employing interviews, observations, and document studies as data collection techniques. The objective is to describe how IT-based learning media, specifically the Wordwall application, is applied in the learning process of Grade 3B. Direct observations indicate that the use of Wordwall provides a positive stimulus for active student participation, including for children with disorders such as OCD and autism. Teachers utilize this media by displaying interactive games on a projector screen following an initial icebreaking session, aimed at preparing students to understand English grammar topics such as past tense. During this process, students are encouraged to participate in answering questions through games tailored to their needs. The findings show that this approach is effective in enhancing student engagement in learning, including for students with special needs, by providing additional assistance such as clues to facilitate comprehension of the material. The positive response from teachers towards the use of Wordwall indicates its adaptability to students' needs, including those requiring more specialized learning approaches. Labschool UNNES, as an inclusive school, demonstrates its commitment to integrating information technology early on, starting from Grade 1, with the goal of ensuring students master and effectively utilize technology. This aligns with modern educational policies recognizing the importance of technology in supporting inclusive and enjoyable learning processes. In conclusion, the implementation of IT-based media such as Wordwall in English language education at SD Labschool UNNES, especially for children with special needs, can be effectively conducted. Special needs students are able to comprehend and actively participate in learning through engaging and supportive media. Recommendations include the need to enhance the use of information technology in primary education to improve learning effectiveness and prepare students for future technological challenges.

Background: Group work is a method of teaching in which students are put in small groups, two to six, and work in cooperation with each other. But there are different factors that affect students’ participation in group activities. This action research was intended to assess different factors affecting active participation of second year regular students in group activities. Methods: Institutional based cross sectional action research was conducted between April and May 2016. Study populations were all second year regular biology students (43 students) of Wollega University. Self-administered structured questionnaire was used to collect data. Data was analyzed using SPSS version 24 software and percentages were calculated. Data was presented using tables. Results: Analyzed data showed that the most important student related factors that respondents agreed to affect their active group participation include; lack of English language proficiency (28%), reluctance in taking responsibilities (21%), large group size (46%), domination by active learners (56%) and influence of mother tongue (21%). Teacher related factors that affect students’ active participation are lack of encouraging students, lack of control and guidance, non-grading of group activities and lack of teaching materials. Conclusion: Different factors like large group size, Dominance of active learners, Lack of language proficiency, Lack of teaching materials, Non-grading of group activities and Lack of encouraging the students were found to affect students’ active participation. The intervention action plan developed in this action research project should be implemented in a course of study in which prevailing factors affecting students’ active participation are similar to those herein identified. Sufficient guidance and counseling should be given to students in every group activities and learning issues.

Introduction. Student engagement in mathematics learning is a form of active student participation in mathematics learning, both learning activities in mathematics class and outside mathematics class. Several studies state that student engagement consists of cognitive, behavioural, emotional, and contextual aspects. Therefore, analyzing the four factors related to student engagement is necessary. In addition, an instrument that comes from the four dimensions is needed to measure student engagement. This needs to be done because there has not been much research that focuses on the development of Student Engagement instruments derived from 4 dimensions. For this reason, student engagement is very important so that the learning process can be achieved. This study aims to confirm student engagement comes from four domains: cognitive engagement, behavioural engagement, emotional engagement, and contextual engagement in mathematics learning. Study participants and methods. This research is a quantitative study involving 375 of 10th in senior high school students in the city of Malang in Indonesia. They were selected of purposive sampling. The instrument used is the Student Engagement questionnaire, which consists of four indicators: cognitive engagement, behavioural engagement, emotional engagement, and construct engagement. Data analysis used Confirmatory Factor Analysis assisted by the Smart Partial Least Square version 3.0. KEYWORDS Results. The research results show that student engagement is reflected by four forming dimensions: cognitive, behavioural, emotional, and contextual. A total of 12 items out of 16 items prepared have been constructed in student involvement and declared valid. This result was obtained from the loading factor of 2 items in the cognitive aspect, obtained at more than 0.700 with an average variance extracted of 0.649 > 0.500; the loading factor of the three items in the behavioural aspect was obtained at more than 0.700 with an average variance extracted of 0.761 > 0.500; the loading factor of the three items on the emotional aspect was obtained at more than 0.700 with an average variance extracted of 0.599 > 0.500; and the loading factor of the four items in the contextual aspect was obtained at more than 0.700 with an average variance extracted of 0.666 > 0.500. In addition, a reliability index of 0.878 was also obtained for 12 items that were declared valid. The findings of this study include obtaining a student engagement in mathematics learning questionnaire consisting of 12 items from 4 dimensions: cognitive, behavioural, emotional, and contextual. Conclusion. Student engagement is one of the essential aspects of mathematics learning, and it has an abstract nature. Engaged students will have a sense of joy (vigour) in learning at school, in groups, or independently at home. The results of this study showed that student engagement was confirmed to come from cognitive, behavioural, emotional, and contextual aspects. For this reason, the student engagement instrument obtained in this study can be used to reveal the characteristics of engaged students. The study results obtained that from 12 valid items, a loading factor of more than 0.5 was obtained for each aspect and a reliability index of 0.878.

The current study aimed at investigating the influence of classroom management on students’ engagement in learning and the moderating role of in-service training among selected Secondary schools in kumba 1 municipality. Specifically, it was purposed to find out the influence of exploratory teaching methods and students’ engagement in learning, to investigate how communication influences students’ engagement in learning, to determine the effect of reinforcement on students’ engagement in learning, to explore the influence of classroom environment on students’ engagement in learning and to examine the moderating role of in-service training in the relationship between classroom management and students’ engagement in learning. By use of a status cross-sectional quantitative research design, data for 132 secondary school students’ and 20 teachers in Kumba 1 municipality gathered using questionnaires. Data was analyzed using SPSS PROCESS macro. The results showed that exploratory teaching methods and classroom environment have significant positive influences on students’ engagement in learning. Thus, these findings emphasize the importance of learner-centered pedagogy and conducive classroom settings in promoting active learning. On the contrary, reinforcement and communication did not show statistically significant effects, although communication showed a near-significant positive trend. The findings further suggest that effective classroom management can substantially improve student engagement, particularly when mediated through continuous in-service training. Thus, comprehensive classroom management remain crucial for enhancing student engagement in learning.

Learning during the COVID-19 pandemic must change towards online learning. Teachers need appropriate learning media to be used in online learning. Passive learning media, such as learning videos, reduce student activity in learning. To create active learning, teachers need interactive learning media. Nearpod is a digital learning application that can increase student engagement in learning. This study aims to determine the use of this Nearpod application in learning and determine student responses to the use of this Nearpod application in learning, mainly on student Engagement in learning. This research method uses quantitative description research methods. Instruments to collect data in this study were using questionnaires given to 74 students. The results of this study explain that the use of Nearpod in learning can improve student engagement in online learning.

The sustainable school is important in today’s education system to ensure the well-being of younger generations. This research work attempted to empirically test the different predictions of a sustainable school environment for secondary school students’ engagement in learning. The following objectives were formulated: to analyse the differences of sustainable school environment and engagement in learning based on gender and SES background; to analyse the relationship between sustainable school environment variables and engagement in learning; and to examine how sustainable school environment variables could predict students’ emotional and behavioural engagement. The research sample consisted of students from three districts of Lithuania with a disadvantaged SES context. We assessed the sustainable school environment variables and students’ emotional and behavioural engagement in learning with the What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Student Engagement Scale. The results showed a statistically significant difference in behavioural engagement between boys and girls. There are no differences in sustainable school environment variables and engagement in relation to SES. Teachers’ autonomy supportive behaviour perceived by students has the strongest correlation with emotional and behavioural engagement in learning. Thus, in the Lithuanian schools surveyed, a sustainable school environment is developing.

The objective of this research is to assess the effectiveness of the Problem Based Learning (PBL) model in enhancing students achievement and active participation in Grade VIII at SMP Negeri 172 Jakarta in the Social Studies subject. This research is based on the importance of preparing students for the challenges of the 21st century, which require critical, analytical, and creative thinking skills. The method used is Classroom Action Research (CAR) with 35 students from class VIII-3 as participants. There are two cycles in this study, consisting of planning, implementation, observation, and reflection phases. In the first cycle, although PBL was implemented, only 43% of students scored above the Minimum Mastery Criteria (KKM) of 80, with an average score of 71. Additionally, their activeness in asking questions, answering, expressing opinions, and solving problems was still low. Reflection indicated that students needed time to adapt to PBL and required more motivation from the teacher. In the second cycle, after improvements were made, there was a significant increase. As many as 89% of students scored above the KKM of 80, with an average score of 88. Student activeness also increased with more active participation in class activities. This shows that students better understood and adapted to the PBL model and received better encouragement from the teacher. In conclusion, the implementation of the PBL model is effective in improving students achievement and active participation in the Social Studies subject at SMP Negeri 172 Jakarta. This is evidenced by the significant increase in students average scores and their active participation in learning. The PBL model is capable of stimulating students critical, analytical, and creative thinking skills, as well as enhancing their engagement in learning, creating a more conducive and efficient environment for achieving educational goals.