Student Perceptions of Engagement in Calculus 1

Abstract

According to the MAA Instructional Practices Guide, deep learning requires student engagement with content both inside and outside the classroom. Hence, mathematics instructors must work to engage students in the learning experience. Higher education research often equates engaged learning and active learning, but what does engaged learning mean to our students? In this study, we asked calculus 1 students at a private, liberal arts university to reflect on their perceptions of engagement in the course in hopes of determining if our students agree that active learning is engaged learning. Students completed an end-of-semester survey in which they gave their own definitions of engaged learning and identified classroom practices that they found engaging. We found that our students' perceptions and definitions of engagement varied greatly and many of our students did not see active learning as engaged learning, which indicates a need to better motivate active learning strategies in the classroom.