Student Academic Engagement Research Articles

ENHANCING EDUCATIONAL EQUITY: A QUANTITATIVE ANALYSIS OF ACCESSIBLE AND CULTURALLY RESPONSIVE TEACHING MATERIALS

BACKGROUND Inclusive education aims to provide equitable learning opportunities for all students, recognizing the importance of accommodating both students with disabilities and those from diverse cultural and linguistic backgrounds. This study focuses on evaluating teaching and learning materials that are designed to be both accessible and culturally responsive. RESEARCH AIM The research aims to quantify the availability and effectiveness of accessible and culturally responsive teaching materials at GBS and analyse their impact on the academic performance, engagement, and satisfaction of diverse student populations. METHODS The study will employ a quantitative approach, utilising surveys distributed to educators and students to gather data on the use and perceived effectiveness of these materials. Additionally, academic performance data will be collected and analysed using SPSS to identify correlations between the use of inclusive materials and educational outcomes. RESULTS Expected outcomes include empirical evidence supporting the positive impact of accessible and culturally responsive teaching materials on student academic performance and engagement. The study will also identify best practices and recommend specific features of teaching materials that promote inclusivity. CONCLUSION This research is expected to fill a crucial gap in understanding how to support the learning needs of all students effectively, contributing to the development of more inclusive educational practices and policies.

Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences: A Mixed‐Methods Study

ABSTRACTAs artificial intelligence (AI) gains prominence, its integration into second language (L2) /foreign language (FL) instruction has become a significant trend. Despite the considerable promise of AI for L2/FL learning, more research is still needed on its effects on student academic engagement in literature classes and the corresponding emotional experiences. This study, therefore, aimed to examine the effects of AI use on English as a foreign language (EFL) learners' academic engagement, and the emotional experience was also qualitatively explored. Students were allocated to the experimental group (N = 48), who received instruction integrated with AI, and the control group (N = 48), who received traditional instruction without AI assistance. Quantitative data were collected using an FL engagement scale, supplemented by individual semi‐structured interviews in the qualitative phase. The results indicated that integrating AI into EFL instruction has a positive effect on students' cognitive, emotional and social engagement. Moreover, the learners' emotional experiences were found to be abundant and dynamic, exerting influence on their academic engagement. This study provides valuable insights for language educators and researchers regarding integrating AI into EFL instruction.

Perceived Social Support as an Antecedent of Academic Achievement among form two Students in Gaborone City, Botswana

Academic achievement which is reflected in knowledge mastery, and Skill development has been a major concern for academicians and policy makers. Further, there have been scanty studies on this area in Gaborone City, Botswana linking psychological variables to poor academic achievement. It is against this that the current study investigated the relative predictive weight of perceived social support and student academic engagement on academic achievement. This study was founded on Bronfenbrenner's Ecological Systems Theory and Albert Bandura’s Social Cognitive Theory. A correlational research design was employed. The target population of the study was 3713 form two students spread across the 8 secondary schools in the Gaborone City Botswana. Purposive sampling, stratified sampling and simple random sampling techniques were used to select the study sample size of 397 respondents. The study used an adapted Multidimensional scale for perceived social support, an adapted cognitive engagement inventory and end-of-term-two examination results as tools for data collection. Prior to data collection, pilot testing was among 50 randomly selected students and involved both reliability and validity testing. The analysis was conducted using the SPSS software Version 26 where descriptive statistics, Pearson's Product Moment Correlation Coefficient, multiple regression were used. The prediction model of academic achievement from social support and academic engagement was statistically significant, F (2,381) = 11.17, p < .001, with the two variables accounting for 11% of the change in academic achievement. Of the two, perceived social support (β = 0.24, p < 001) was a better predictor of academic achievement as compared to academic engagement (β = 0.15, p < .05). The findings of this study may have significance for learners, parents and teachers in addressing poor academic achievement. Keywords: Perceived Social Support, Academic Engagement, Academic Achievement, Form Two Students, Gaborone City, Botswana

HOME, SCHOOL AND STUDENTS’ CHARACTERISTICS AS PREDICTORS OF SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS

Students’ performance in mathematics in Nigeria in recent times is not at a desired level. Despite relentless efforts by stakeholders to improve on this situation, yet no significant change. Studies that looked into student’s variables combined with importance of mathematics, teacher, school, and parent variables to predict students’ achievement in mathematics, seem not to be in existence. Thus, empirical documentation of such is needful. This study assessed home, school and students’ characteristics as predictors of Senior Secondary School students’ achievement in Mathematics in Osun State. Expo-facto design of non-experimental type was used. Descriptive statistics and Multiple Regression were used to analyze data at 0.05 alpha level. Results reveal that parenting type, family size, teachers qualification, years of teaching, class size, interest in mathematics, student academic engagement, and importance of mathematics, jointly accounted for 11% of observed variance in achievement in Mathematics, and it is statistically significant, F(17,575) = 5.183; P < 0.05. Also, importance of mathematics, student engagement, teachers qualification, class size and teacher years of teaching, were found to have significant relative contribution towards students’ achievement in mathematics, and they could reliably predict achievement in mathematics.

The Relationship between Perceived Teacher Emotional Support, Online Academic Burnout, Academic Self-Efficacy, and Online English Academic Engagement of Chinese EFL Learners

This study explores the impact of college students’ perceived teacher emotional support on English academic engagement in technology-enhanced online learning contexts. It examined whether 450 Chinese students’ perceptions of teacher emotional support were related to students’ English academic engagement and mediated by students’ online academic burnout and academic self-efficacy. All of the sample students were recruited to complete an online questionnaire, and some students and teachers were invited to do a semi-structured interview. SPSS24 and PROCESS3.5 macro were utilized to undertake the descriptive, correlational, and mediation analyses. The findings showed that teachers’ perceived emotional support and student academic efficacy positively affect students’ online English academic engagement. In contrast, online academic burnout negatively affects students’ online English academic engagement. Student academic efficacy partially mediated the effects of perceived teacher emotional support and student academic engagement in online learning contexts. The interviews confirmed the findings, and the influences and roles of teachers’ emotional support were described in terms of teacher and student dimensions in an interview. Directions and further implications for researchers, teachers, and educators are presented at the end of the study.

Correlation between students perceived parental expectations and students academic engagement: The intermediary effect of academic self-efficacy

Correlation between students perceived parental expectations and students academic engagement: The intermediary effect of academic self-efficacy

Integrating deep learning techniques for personalized learning pathways in higher education

The rapid improvement of artificial intelligence (AI) in the educational domain has opened new possibilities for enhancing the learning experiences for students. This research discusses the critical need for personalized education in higher education by integrating deep learning (DL) techniques to create customized learning pathways for students. This research intends to bridge the gap between constant educational content and dynamic student needs. This research presents an AI-driven adaptive learning platform implemented across four different courses and 300 students at a university in Faisalabad-Pakistan. A controlled experiment compares student outcomes between those using the AI platform and those undergoing traditional instruction. Quantitative results demonstrate a 25 % improvement in grades, test scores, and engagement for the AI group, with a statistical significance of a p-value of 0.00045. Qualitative feedback highlights enhanced experiences attributed to personalized pathways. The DL analysis of student performance data highlights key parameters, including enhanced learning outcomes and engagement metrices over time. Surveys reveal increased satisfaction compared to one-size-fits-all content. Unlike prior AI research lacking rigorous validation, our methodology and significant results deliver a concrete framework for institutions to implement personalized, AI-driven education at scale. This data-driven approach builds on previous attempts by tying adaptations to actual student needs, yielding measurable improvements in key outcomes. Overall, this work empirically validates that AI platforms leveraging robust analytics to provide customized and adaptive learning can significantly enhance student academic performance, engagement, and satisfaction compared to traditional approaches. These findings have insightful consequences for the future of higher education. The research contributes to the growing demand for AI in education research and provides a practical framework for institutions seeking to implement more adaptive and student-centric teaching methodologies.

Academic pathways: The role of engagement as a mediator in the decision to drop out or stay at university

The study of university dropout has significantly advanced following the introduction of interactionist theoretical models. However, these models need to be updated based on the current context and new variables that have recently become more important, such as the use of self-regulation strategies (SRL) and academic engagement. Therefore, the aim of this study is to analyse the extent to which academic engagement mediates the relationship between social integration, academic satisfaction, expectations, and the use of SRL. From a sample of 1177 university students (Mean age = 19.26, SD = 2.97, 79.7% women) academic engagement was found to act as a total mediator in the relationship between independent variables and the use of SRL in models of the intention to drop out of the degree course and university. However, in the models of intention to remain, partial mediation was seen in the effect of social integration and satisfaction, with total mediation only for expectations through the vigour component of engagement. These findings contribute to a deeper understanding of the phenomenon of student persistence at university.

How the support that students receive during online learning influences their academic performance

AbstractIn recent years educational institutions are increasingly using online learning and because of this trend it is necessary to investigate its impact on student academic performance. Although this topic has been addressed in different educational fields before, there is an objective justification for our approach. Thus, the reasoning behind this particular research is the fact that recent findings have shown that the academic performance of students using online education is affected by a series of motivating factors which can have an impact on their performance. The main goal of this paper is to highlight and analyze the mediating effect of intrinsic student motivation and student academic engagement and how they affect the relationship between the range of support, which students receive during their online learning and thus their academic performance. This study was conducted in two higher educational institutions in Mexico and Romania, with a sample of 822 students. The data was analyzed using a second generational PLS-SEM technique. The results confirm that the support students enjoy during online learning has no direct impact on their academic performance, unless it is fully mediated by their own intrinsic motivation and academic engagement. The influence of Gender was also analyzed, but it was not found to be a determining factor of academic performance in both higher educational institutions. These findings not only have theoretical and practical implications for students, teachers and education authorities, they also help us to broaden the field of knowledge in the e-learning environment.

Adaptive Learning Systems: Exploring Personalized Paths in Vocational Education

This research endeavors to delve into the application of adaptive learning systems within the context of vocational education, with the aim of elevating students academic performance and engagement. Adaptive learning systems represent an educational technology innovation that harnesses the power of artificial intelligence and machine learning to furnish students with personalized learning pathways and real-time feedback. The study encompasses the design and implementation of the system, methods for data collection and processing, as well as data analysis techniques. Through a diverse array of data analyses, we scrutinize the impact of adaptive learning systems on students' academic achievements and levels of engagement. The research outcomes elucidate the latent affirmative effects of adaptive learning systems in vocational education, endowing students with a more flexible and personalized learning experience.

Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach

Adopting a sequential mixed-methods approach, the current inquiry examined English major students’ perceptions of the role of teacher confirmation and teacher credibility in enhancing their academic engagement in the Chinese context. In doing so, through WeChat messenger, three scales were provided to 1168 English major students chosen from different English as a foreign language (EFL) classes. For the sake of triangulation, 40 participants were invited to take part in interview sessions as well. The inspection of the correlations between the constructs indicated a strong association between student academic engagement and teacher confirmation as well as a close connection between student academic engagement and teacher credibility. This showed that the academic engagement of Chinese EFL students is tied to these teacher interpersonal behaviors. The contribution of teacher confirmation and credibility to Chinese EFL students’ academic engagement was also examined using path analysis, which demonstrated that Chinese EFL students’ academic engagement was predicted by teacher credibility and confirmation. Additionally, the interview outcomes proved the integral role of these two communication behaviors in increasing Chinese students’ engagement. Findings may have some noteworthy implications for teacher educators and language instructors.

Willing, able, and engaged: roles of action-state orientation, intrinsic academic motivation, and time management on academic engagement

The current study investigates the longitudinal association between decision-related action orientation (AOD, the ability to initiate the intended actions decisively) and academic engagement. Moreover, this study examines the roles of time management and intrinsic academic motivation in this relationship. Specifically, it is proposed that time management mediates the relationship between AOD and academic engagement, and this mediated effect is moderated by intrinsic academic motivation. The analysis of the data collected in three waves from 222 undergraduates (180 women) with a mean age of 20.98 years (SD = 2.73) confirmed the predictions. Time management mediated the relationship between AOD and academic engagement for students who reported high intrinsic motivation. Study results suggest that AOD and intrinsic academic motivation work synergetically to shape academic engagement through efficient time management. The study findings provide valuable insights for practice, emphasizing the consideration of both motivational and volitional processes, and time management strategies to contribute to student engagement.

Earning Analytics Dashboards for Advisors – A Systematic Literature Review

Learning Analytics Dashboard for Advisors is designed to provide data-driven insights and visualizations to support advisors in their decision-making regarding student academic progress, engagement, targeted support, and overall success. This study explores the current state of the art in learning analytics dashboards, focusing on specific requirements for advisors. By examining existing literature and case studies, this research investigates the key features and functionalities essential for an effective learning analytics dashboard tailored to advisor needs. This study also aims to provide a comprehensive understanding of the landscape of learning analytics dashboards for advisors, offering insights into the advancements, opportunities, and challenges in their development by synthesizing the current trends from a total of 21 research papers used for analysis. The findings will contribute to the design and implementation of new features in learning analytics dashboards that empower advisors to provide proactive and individualized support, ultimately fostering student retention and academic success.

Examining the Classroom Impact of the Bounce Back Trauma Intervention: Implications for Selecting Progress Monitoring Tools

Limited research has examined the impact of Bounce Back (BB), a trauma-focused intervention for elementary-age students, on student academic engagement and daily classroom behavior. This study utilized both ongoing direct and indirect measures of student functioning to evaluate student progress and inform the implementation of BB. Participants were six U.S. students (four male and two female). We employed an AB single-subject design across cases with follow-up, and we collected data via the Direct Behavior Rating–Single Item Scale (DBR-SIS). We also employed a quasi-experimental pretest–posttest design using the Strengths and Difficulties Questionnaire (SDQ), Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), and mySAEBRS across raters before/after intervention implementation. We found either direct or indirect assessment could be used to monitor intervention effectiveness for youth who presented with some internalizing and externalizing problems, whereas indirect measures (i.e., rating scales) showed the primary effect for youth with solely internalizing problems, and direct assessment (i.e., DBR-SIS) showed the primary effect for youth with predominantly externalizing behaviors. Selecting progress-monitoring tools based on presenting concerns is important to adequately monitor the effectiveness of school-based mental health interventions. Implications for practice are discussed.

Predictors of academic engagement of high school students: academic socialization and motivational beliefs.

The potential of academic engagement to enhance academic outcomes and well-being has been empirically supported, yet studies addressing its predictors are too limited. Hence, the current study collected self-report cross-sectional data from randomly selected 614 (male = 323) high school students in Ethiopia and examined the relations of academic socialization (parental and peer), self-efficacy, and outcome expectations in explaining variance in academic engagement, guided by an integrative model of engagement. Structural equation modeling with the maximum likelihood method indicated that (a) the hypothesized model fit the data well, (b) direct paths from parental and peer academic socialization to self-efficacy, outcome expectations, and academic engagement were positive and significant, (c) the relationships of the constructs in the model explained a significant portion of the variance in academic engagement, and (d) self-efficacy and outcome expectations significantly and positively but partially mediated the pathway from academic socialization to academic engagement. The findings' implications for boosting student academic engagement were forwarded.

The Role of Self-Regulated Learning and Student Engagement in Academic Activities towards Math Achievement

The purpose of this research is to empirically examine the role of self-regulated learning and student engagement in academic activities in math achievement. The research design used is a correlational survey. The subjects of this study are students at Madrasah Aliyah Negeri in Yogyakarta. The research sample was selected using a proportional stratified random sampling technique, with a total of 96 students. Math achievement was determined from students' daily evaluations, and data were collected using a self-regulated learning scale and a scale of student engagement in academic activities. Data were analyzed using multiple regression analysis. According to the findings, self-regulated learning and student engagement in academic activities significantly predict math achievement. Both self-regulated learning and student engagement in academic activities have a positive impact on math achievement. The combined contribution of self-regulated learning and student academic engagement to mathematics achievement is 37.1%. Self-regulated learning contributes more (17.39%) than academic engagement (19.77%) to mathematics achievement. This study recommends that students, teachers, and parents pay attention to self-regulated learning and student engagement factors.

Design and validation of the general scale of academic engagement for Spanish adolescents (CAADE)

Academic engagement is considered one of the most essential elements to achieve educational success and decrease levels of school dropout. However, there is a need to develop reliable, practical and valid instruments that evaluate the academic engagement of adolescents taking into account their multidimensionality. The main aim of this research was to design and validate the General Scale of Academic Engagement for Spanish Adolescents that overcomes this limitation. The elaboration process began with the creation of items that are relying on the evaluation of existing literature, then the items were refined thanks to the reviews of the experts and discussion groups with adolescents. Data from 1158 students in compulsory secondary education were analyzed. The instrument's psychometric properties were determined by comprehension validity, analysis of content, reliability and construct validity. An Exploratory Factor Analysis was performed with the first sample (n = 356), while the second sample (n = 802) was used to verify the factor structure identified through Confirmatory Factor Analysis. Evidence of reliability and validity was provided for the instrument using SPSS Version 27 and SPSS AMOS. The results of the analyses resulted in a questionnaire of 17 items grouped into three factors (Cognitive, Affective-Emotional and Behavioral), and confirm that the General Scale of Academic Engagement for Spanish Adolescents (CAADE) has an adequate construct validity and reliability. In summary, this study has resulted in the development of a tool that can be utilized by educators or any institution concerned in evaluating student academic engagement, a construct that does not yet to have consensus.

Promoting Inclusive Accounting Education through the Integration of Stem Principles for a Diverse Classroom

In recent times, accounting education has explored many innovative approaches to address the collective needs of students. Integrating STEM (Science, Technology, Engineering, and Mathematics) principles in accounting education promises an increased potential for technology-driven solutions, enhanced learning strategies, and inclusivity. This study investigated the effects of integrating STEM principles into accounting education. The specific objective was to understand the impact of STEM integration on student engagement, academic performance, diversity, and inclusivity within accounting programs. The study adopts quantitative methods, using surveys to collect primary data from 342 respondents ranging from lecturers, teachers, and students, while Linear regression was used to test the hypotheses. The study revealed a positive relationship between STEM integration and student academic performance and engagement. Results also showed that integrating STEM principles into accounting education positively impacted inclusivity and attracted a diverse classroom. The study recommends that accounting education policymakers develop a curriculum that aptly incorporates STEM concepts into accounting courses that would appeal to students from diverse backgrounds; and the accounting faculty of tertiary institutions should play a vital role in STEM integration and inclusivity by undertaking training sessions on STEM-related skills, inclusive teaching methods, and cultural sensitivity.

CICO-Secondary: A Single-Case Experimental Study in High School

Check-in/check-out (CICO) is an evidence-based multicomponent intervention widely implemented in elementary and middle schools. The purpose of this study was to evaluate whether an adapted CICO intervention, with CICO components designed to be more developmentally appropriate for adolescents and contextually relevant for high schools, could be implemented with procedural fidelity and improve outcomes for students with and at risk for disabilities. The study included three ninth-grade students (two with Individualized Education Programs) in one U.S. public high school. We used a non-concurrent multiple baseline design conducted over two academic years during the COVID-19 pandemic to experimentally evaluate the effects of CICO-Secondary on student academic engagement. Results demonstrated that students participated with adequate procedural fidelity and that there was a functional relation between implementation of CICO-Secondary and improved student academic engagement. Students and school personnel also perceived CICO-Secondary to be socially valid. Implications for both future research and practice are discussed.

Exploring the Impact of Online Gaming on Students Academic Engagement

This research is motivated by online games which make students addicted to playing online games, student learning motivation decreases, and students become less disciplined with time, and students do not care about the environment around them only care about friends who are in the virtual world of online games. Based on statistical data and the strong influence of globalization, it shows that school-aged teenagers are addicted to online gameplay. Online games are one of the impacts that affect learning achievement. This study is intended to determine the behavior caused by online game addiction in students. Lack of interest in learning causes a decrease in student achievement so that which can create a lack of human resources due to low interest and motivation in learning. The purpose of this study is to find out how the impact of the influence of online games on student achievement. This type of research is qualitative research. Qualitative research used in this study was carried out using interviews or case studies. Data collection techniques by reading and recording important information contained in various journals related to research and conducting a review of the research object, namely and students who are affected by the influence of online games that are being carried out. Knowing how online games are among students, then this research can find out the causes of why students become addicted to playing online games and describe the impact and influence of online games on students' mentality.