Students’ Engagement for Better Learning at a Lebanese Francophone University: A Case Study

Dalal Moukarzel,Salim Daccache,Lina Kadi

doi:10.47631/mejress.v2i1.195

Abstract

Purpose: The purpose of this study was to investigate the influence of student-faculty interaction, supportive environment, and effective teaching practices on students’ perceived learning gains at the Faculty of Science in a francophone university in Lebanon. Approach/Methodology/Design: This study used a mixed research method design, including semi-structured interviews with five administrators, and a student engagement survey based on the National Survey of Student Engagement (NSSE). The sample consisted of one Dean, four Chairpersons, and two-hundred eighty-six undergraduate students. We conducted thematic analysis for the qualitative data obtained from interviews, and Spearman’s rank correlation analysis on the quantitative data obtained from the survey. Findings: The interview results with the dean and chairpersons revealed that having clear communication with students about their learning outcomes, offering a supportive environment and a structured advisory system were important elements to engage them in their learning experience. Findings from the students’ survey showed that clearly explaining course objectives and giving feedback on tests or homework are essential teaching practices that enhance students’ learning gains. Responses also showed the significant influence of a supportive environment measures on students’ academic and personal development, in particular, encouraging social interaction and helping students handle their non-academic responsibilities. Practical Implications: This study can be a reference for other Francophone universities that are not acquainted with the NSSE survey, widely used in Anglophone universities to promote student learning. It could contribute in reviewing the effectiveness of teaching practices, student-faculty interaction, or other academic and social support services. Originality/Value: This research paves the way for further research that could include other disciplines in the selected university or include other Francophone universities in Lebanon with emphasis on interactive teaching practices that effectively engage students in the University’s life.

Highlights

The rapid growth and demand for high-quality education worldwide have urged many governments to reform their educational systems encouraging American and European accreditation institutions to develop guidelines for quality assurance
What is the correlation between the engagement benchmarks and the National Survey of Student Engagement (NSSE) perceived learning gains (Pg) at the studied Faculty?
To answer the third research question: “What is the correlation between the engagement benchmarks and the NSSE perceived learning gains?”, the Spearman correlation model was used, which allowed us to verify our hypotheses by indicating the direction and strength of the link between the engagement benchmarks, and the NSSE perceived learning gains (Tables 1, 2, and 3)

Summary

Introduction

The rapid growth and demand for high-quality education worldwide have urged many governments to reform their educational systems encouraging American and European accreditation institutions to develop guidelines for quality assurance. The European Higher Education Area (EHEA) in Brussels (ENQA, 2015) defined quality as a product of the interaction between students, instructors, and the institutional learning environment. The American and European systems called for a student-centered approach in teaching and learning, stressing out the importance of review at all levels, including program and course assessment asone of the main points in the teaching and learning process, with a key element which is known as learning outcomes that [...] represent one of the essential building blocks for transparency within higher education systems and qualifications” (Daskalovska et al, 2012; Gudeva et al, 2012). According to Dicker et al, (2017), students consider their engagement in the teaching and learning process an essential indicator of quality education. These systems called for the identification of competencies that are acquired outside the formal curricula

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Conclusion