Undergraduate Student Engagement Research Articles

Efficacy of co-teaching method in improving the engagement and academic performance of dental undergraduate students

Objectives: The present study was conducted to test the efficacy of the co-teaching method in improving the performance of dental undergraduate students. The study holds an objective to devise a teaching method that improves the engagement and understanding of the students, overall enhancing the learning experience. Materials and Methods: A 45-minute lecture on ‘Biology of tooth movement’ was delivered by a single instructor to the students with odd roll numbers and by ‘Co-teaching method’ to the students with even roll numbers. To objectively assess the retention and performance of the students, a post-lecture test comprising 15 multiple-choice questions related to the topic was distributed to all the students. To subjectively gauge the satisfaction levels of the students, they were also instructed to fill out a feedback form. Results: The final study population for which the data were analysed comprised 82 students (13 males and 69 females). A significantly (P < 0.05) greater number of students in the control group belonged to the ‘Second Class’ and ‘Fail’ categories. On the contrary, the number of students in the ‘Distinction’ and ‘First Class’ categories of marks was significantly higher (P < 0.05) for the test group as compared to the control group. The odds ratio of qualifying was 2.255 times, and the scoring distinction was 19.92 for the students taught by the co-teaching method as compared to those taught by a single instructor. Conclusion: The present study found the co-teaching method to be highly efficacious in improving the understanding, retention, recall and performance of the students.

Midwifery student engagement with digital interactive books: A cross sectional survey

AimTo explore the benefit and engagement of undergraduate students’ use of H5P interactive books for student learning. DesignAn evaluation study of technology enabled learning for first year undergraduate Bachelor of Midwifery students in Australia. MethodsStudents were invited to complete an online evaluation survey of their use and engagement with H5P interactive books. The survey included the long form User Engagement Scale which has four subscales of focused attention, aesthetic appeal, reward factor and perceived usability scored on a 5-point Likert scale. Content analysis was used to analyse the text comments given to five open text questions. ResultsThere were 21 students who completed the survey. There was a high overall User Engagement Scale score of 73.1 % with aesthetic appeal and reward factor being the highest scoring subscales. The content analysis showed students found the interactive books engaging and easy to navigate. Areas for improvement identified were not including a large amount of content and providing downloadable content. ConclusionsThis study demonstrates the valuable and engaging use of H5P Interactive Books for undergraduate students in higher education. Students who used H5P Interactive Books identified their ease of use, organised layout and engaging format.

Engaging today's undergraduate students with the field of dairy science with a focus on the female student population

The dairy industry has profound economic importance, and individuals earning post-secondary degrees within dairy science-related fields are future industry leaders. Yet, enrollment at universities is declining and there is a labor shortage within the dairy industry. The objective of this review article is to highlight current trends within academia, identify some techniques to improve student experiences within higher education, and describe successful education strategies employed within dairy science-related fields. The proportion of female students within academia and agriculture-related degrees is growing; however, women still face gender bias and report higher incidence of mental health symptomology during their enrollment. With this, there is a profound need to address mental health-related issues throughout higher education, especially for the female student population. Additionally, active learning approaches and high-impact practices such as flipped classrooms, animal handling courses, capstone experiences, internships, and undergraduate research have shown promising benefits when employed in dairy and animal science-related fields. Universities play a critical role in guiding the future leaders of the dairy industry into successful and fulfilling careers, and this review highlights some pertinent strategies to improve the engagement of dairy science undergraduate students.

The Relationship between Job-Finding Anxiety and Academic Engagement: A Study on Undergraduate Students In Faculty of Sports Sciences

This study aimed to determine the relationship between the job-finding anxiety and the academic engagement of undergraduate students studying in the field of sports sciences. The “Scale of Job Finding Anxiety of Sports Science Students” developed by Aslan and Ugras (2021) and the “Academic Engagement Scale” developed by Kızılkaya and Dogan (2022) were used to collect data. Descriptive statistics, correlation, and regression analyses were used in the analysis of the data. As a result of the analysis, it was observed that the job-finding anxiety had a significant and negative effect on academic engagement (p<0.01). According to these results, it is revealed that it is necessary to take measures to reduce the job-finding anxiety and to develop education policies so that students can have a more productive education process with high academic engagement.

Hands-on Learning Pedagogy in Teaching Concepts Relevant in the Analysis, Design, and Maintenance of Transportation Infrastructure Systems

Learning critical concepts that are centered on the analysis, design, and maintenance of transportation infrastructure systems poses a measure of difficulty for undergraduates in engineering. Therefore, hands-on learning pedagogy should be an excellent precursor to increase understanding of these concepts, since the pedagogy incorporates real-life experience in the delivery. This paper describes how a hands-on learning pedagogy called experiment-centric pedagogy (ECP) has been used to teach these concepts to undergraduate students at a historically Black university. The research questions are as follows: (1) How well can ECP improve students’ understanding of concepts essential to the analysis and design of transportation infrastructure systems? (2) How has the ECP facilitated the achievement of the learning objectives of these concepts? and (3) Does an ECP increase the engagement of undergraduate students in their transportation infrastructure engineering learning and lead to measurable lasting gains? To answer these research questions, ECP was implemented and assessed when used to teach the concepts of stress and strain utilized in the analysis of bridges and other transportation infrastructure, sound used in the development and design of noise barriers, moisture content in controlling compaction of highway infrastructure systems, and degradation of infrastructure systems exposed to various environmental settings. Assessment results from 92 undergraduates reveal an increase in students’ motivation and cognitive understanding of the relevant concepts, as well as learning gains and an improved success rate compared to the traditional method of teaching.

Screen-based Simulation Supporting Problem-based Learning to Improve Football Tactics

Introduction This study measured the effect of Problem-Based Learning (PBL) with Screen-Based Simulation (SBS) on undergraduate football tactical decision-making, tactical skills, and student engagement. The Screen-Based Simulation showed tactical scenarios in real games to learners, promoting the identification and analysis of tactical problems in learning. Problem-Based Learning enabled learners to get a deeper understanding of the tactical problems and discuss them effectively. Materials and Methods Two simulation tools were used in this study. The first one, ‘football match basic offensive and defensive tactical simulation experiment platform,’ is scaffolding in football tactics teaching. Students could use the simulation platform to find tactical problems and learn tactics. The second one, TacticUP, is a screen-based simulation tool to test football tactical decision-making. We used second-year students majoring in physical education at a Chinese university. Seventy-nine students were divided into an experimental group using PBL-SBS and a group taught traditionally. Before the experiment, the tactical decision-making of both groups was assessed in a pretest, and at the end of the six-week experiment, the students were tested again. They also completed a questionnaire on tactical skills and student engagement. Results There was no significant difference between the pretest scores on tactical decision-making between the two groups (independent-sample t-test, sig = 0.997 > 0.05). However, after the experiment, significantly better improvement was observed in tactical decision-making in the experimental group. The pretest mean score (59) was significantly lower than the post-test one (67) on a scale of 100 (paired sample t-test, sig <0.01). ANOVA showed that the experimental group performed better in all aspects, namely tactical decision-making, tactical skill, and student engagement, than the traditional group (Sig values were all less than 0.01). Conclusion Compared with traditional teaching, PPL-SBS students performed better in tactical decision-making, tactical skills, and student engagement than students in the traditional teaching group.

299 Building and maintaining an engaged undergraduate equine research team

Abstract An objective of the equine science program at Penn State is to provide the training and knowledge students need to solve problems in their lives and careers. The Equine Research Team at Penn State (PSERT) is a novel approach to meeting this objective, inspired by Dr. Max Kleiber’s “Tracer Team”, a group of faculty and graduate students that successfully studied kinetics of phosphorus and calcium metabolism in dairy cows at the University of California, Davis in the 1950s and 60s. The team allows us to address several objectives that are not easily approached using more traditional teaching environments found in the classroom or laboratory. These include 1) satisfying the demand for research experience from a large number of students, who come to research with an enormous range of ability and enthusiasm, 2) providing the hand on practice utilizing the scientific method to solve problems in the equine industry, 3) building a sense of personal responsibility and simultaneously cooperation by approaching research as a team, 4) creating an environment of academic and creative achievement outside the traditional grading system, and 5) blurring the lines that traditionally separate academic and social life at a university to create an environment much closer to what students will experience as graduates. In spring 2008, 10 undergraduate students sought formal research experience opportunities in the area of equine science. Students were organized into a team that met biweekly. Project leaders registered for independent study course credits and conducted 3 research studies in yr 1, while the rest of the team participated as volunteers. Fourteen years later, the team is still an important student organization with between 40 to 60 members on an annual basis. Over the years, the team has traveled to universities and important equine industry locations throughout the United States. Members have conceived, conducted, analyzed and presented research studies on a wide range of topics within the sphere of equine science. The team has two faculty advisors, an executive committee analogous to most student organizations, a group of research project leaders, and approximately 60 dues paying student members. The biweekly meeting is organized and led by the executive committee and generally contains the following components: update of activities, seminar provided by an outside speaker from industry or academia who has expertise in the area of equine research, presentation by one of the research project leaders, and group discussion of the project, planning of future research projects. This Equine Research Team has been and continues to be a model that can be utilized by others to successfully facilitate undergraduate student engagement in research.

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Academic engagement (AE) is an educational concern, and universities seek to increase its level by identifying the factors affecting it. Self-determination theory (SDT) and self-efficacy (SE) have been assumed to affect academic engagement directly or indirectly. Recognizing the significance of investigating AE and the factors influencing it, a notable research gap is spotted in the exploration of the mediating influence of SE in the relationship between SDT and AE. The current study tried to fill this gap and aimed to reveal the levels of self-determination, self-efficacy, and academic engagement of undergraduate students as well as the mediating role of self-efficacy in the relationship between the self-determination motive and academic engagement. After applying the relevant measures to a sample of 240 undergraduate students, the results showed that self-efficacy and autonomy as a dimension of self-determination had a medium level, while the level of relatedness was high; moreover, the level of academic engagement was high and self-efficacy was low. Autonomy and competence as components of self-determination were also revealed to directly and indirectly affect academic engagement. The results also demonstrated the mediating role of self-efficacy in the relationship between self-determination motive and academic engagement. In light of the previous findings, there are some important implications, through which the teachers and faculty members can identify the factors affecting AE to help students increase their participation in educational activities. Psychological Counsellors can also use the findings to help students in coping with academic life challenges and positively interacting with their educational environment.

Impact of a Networked Improvement Community’s Interventions on STEM Student Persistence. Review of Results and a Call to Action.

It is well known that high impact practices such as student learning communities and peer-mentoring, early engagement in research and faculty-student relationship building can have a positive influence on undergraduate student engagement and retention in their chosen field of study. The First2 Network is a Networked Improvement Community comprised of students, faculty, staff and administrators from eight higher education institutions in West Virginia and one in Kentucky, that has, over the past six years, engaged in creating interventions to implement and test these high impact practices with the aim of doubling the graduation rate of first-generation and other underrepresented STEM students. Relying on data collected, mostly from WVU, we see very promising outcomes on the persistence of STEM majors. These results will be shared. However, our data story is incomplete as there is no mechanism to sort data on first-generation status across all universities and colleges in the state. The value of this information and its inclusion in a future state funding formula will be explored.

ACADEMIC ENGAGEMENT IN RELATION TO ACADEMIC RESILIENCE: A STUDY OF UNDERGRADUATE STUDENTS

This research has mainly aimed to study the academic engagement and academic resilience of undergraduate students and to determine the relationship between academic engagement of undergraduate students and their academic resilience. The study was confined on a sample of 228 undergraduate students of Nadia and Purba Bardhaman districts of West Bengal (India). The self-developed ‘Academic Engagement Scale’ and ‘Academic Resilience Scale’ were used by the researchers to study the level of academic engagement and academic resilience. The findings of the study revealed that a significant difference has been found between the mean scores of academic engagement of undergraduate students with respect to their locality and programme streams i.e. science & arts; mean scores of academic resilience of undergraduate students with respect to their locality; high and low academic engagement groups of undergraduate students on the measures of their academic resilience levels. But no significant difference has been found between the mean scores of academic engagement of undergraduate students with respect to their gender; and the mean scores of academic resilience with respect to their gender and academic streams i.e. science and arts stream. Further, a significant relationship has been found between the academic engagement of undergraduate students and their academic resilience.

Transformative Insights: Global Perspectives on Feedback Quality for Elevating undergraduate students’ Engagement and Motivation

This study explores the dynamics of feedback quality from the perspectives of professors and its profound impact on the motivation and engagement of undergraduate students. Drawing upon insights from a diverse group of professors representing 12 different countries, this study employs a meticulously designed qualitative methodology, facilitating a thorough exploration of the connections between feedback processes and student outcomes through an interpretive lens. Notably, our findings emphasize the transformative potential of constructive feedback when supported by contemporary pedagogical approaches. The study reveals the challenges educators face in delivering comprehensive feedback while also highlighting themes such as a commitment to continuous professional development, a preference for face-to-face interactions over technological advancements, and the transformative impact of the feedback process on personal growth. Additionally, the participants’ recommendations align with broader pedagogical principles, emphasizing relationship building, perceiving feedback as an opportunity for improvement, fostering accessibility, continuous professional development, and creating psychological safety within the classroom. These recommendations provide practical insights for educators, guiding them to enhance their practices and cultivate supportive learning environments.

The relationships between the growth mindset, writing feedback literacy, and feedback engagement of undergraduate students in L1 Chinese writing learning

While the body of research on student feedback literacy in the field of education is growing, the association of such literacy with feedback engagement in L1 writing education remains relatively unexplored. Moreover, the potential relationship of a growth mindset, which serves as a motivational factor, with student feedback literacy has yet to be thoroughly investigated. Considering these gaps, the present study aimed to explore the relationships between a growth mindset, student writing feedback literacy, and feedback engagement. A sample of 236 sophomore English major students from a Chinese university was recruited. Employing path analysis, the study revealed that having a growth mindset was positively associated with all five features of student writing feedback literacy: appreciating feedback, acknowledging different feedback sources, making judgments, managing affect, and taking action. Moreover, the study revealed a nuanced relationship between students’ writing feedback literacy and their feedback engagement, with different features of writing feedback literacy having differential associations with distinct dimensions of feedback engagement. The study contributes to the literature in three ways. First, it expands our knowledge of the relationship between student feedback literacy and feedback engagement by delving deeper into the one-to-one association between different features of writing feedback literacy and various dimensions of feedback engagement. Second, it advances our understanding of how a growth mindset is related to shaping students’ writing feedback literacy. Finally, it provides evidence supporting the construct validity of the student writing feedback literacy scale in L1 writing learning.

VIRTUAL LEARNING ENVIRONMENT WITH REFERENCE TO THE PERCEIVED PREPAREDNESS OF COLLEGE STUDENTS IN MADURAI DISTRICT: A STUDY

This study examines college student’s readiness for a newly introduced virtual learning environment by analyzing factors influencing their skills and attitudes towards web-based courses. Grounded in the technology acceptance model, the research explores user acceptance and behavior among students in Madurai district, known for their regular internet and computer usage. Focusing on moderate to heavy technology users, the study aims to illuminate their readiness and willingness to adopt virtual learning platforms. Key findings indicate widespread engagement of undergraduate students with virtual learning environments, particularly through platforms like the National Digital Library of India (NDL) and Study Webs of Active-learning for Young Aspiring Minds (SWAYAM). Email emerges as the predominant internet activity, crucial for student communication. Moreover, a significant number of students demonstrate awareness and active use of NDL and other open education resources, underscoring their seamless integration into academic routines.

The outcomes of team-based learning vs small group interactive learning in the obstetrics and gynecology course for undergraduate students.

Team-based learning (TBL) is a well-established active teaching method which has been shown to have pedagogical advantages in some areas such as business education and preclinical disciplines in undergraduate medical education. Increasingly, it has been adapted to clinical disciplines. However, its superiority over conventional learning methods used in clinical years of medical school remains unclear. The aim of this study was to compare TBL with traditional seminars delivered in small group interactive learning (SIL) format in terms of knowledge acquisition and retention, satisfaction and engagement of undergraduate medical students during the 6-week obstetrics and gynecology clerkship. The study was conducted at Karolinska Institutet, a medical university in Sweden, and had a prospective, crossover design. All fifth-year medical students attending the obstetrics and gynecology clerkship, at four different teaching hospitals in Stockholm (approximately 40 students per site), in the Autumn semester of 2022 were invited to participate. Two seminars (one in obstetrics and one in gynecology) were designed and delivered in two different formats, ie TBL and SIL. The student:teacher ratio was approximately 10:1 in the traditional SIL seminars and 20:1 in the TBL. All TBL seminars were facilitated by a single teacher who had been trained and certified in TBL. Student knowledge acquisition and retention were assessed by final examination scores, and the engagement and satisfaction were assessed by questionnaires. For the TBL seminars, individual and team readiness assurance tests were also performed and evaluated. Of 148 students participating in the classrooms, 132 answered the questionnaires. No statistically significant differences were observed between TBL and SIL methods with regard to student knowledge acquisition and retention, engagement and satisfaction. We found no differences in student learning outcomes or satisfaction using TBL or SIL methods. However, as TBL had a double the student to teacher ratio as compared with SIL, in settings where teachers are scarce and suitable rooms are available for TBL sessions, the method may be beneficial in reducing faculty workload without compromising students' learning outcomes.

The contribution of a residential upon an undergraduate university experience

ABSTRACT Undergraduate student engagement can present a challenge to UK Higher Education Institutions and therefore it is pertinent to consider approaches that may improve attendance and sense of course belonging. This research explores the impact that a residential experience in the first term of a UK university course (BA Education) might have on students and their engagement with the course. This was a co- produced project between lecturers on the programme and two students from the course. Data were collected through interviews conducted by the students with 12 volunteer interviewees who had experienced the residential. The findings highlight the potential of residentials to have a positive impact on both student-to-student relationships and relationships between students and members of the teaching team. This improvement in relationships led to student openness to working with classmates outside of their immediate friendship group who they might not usually work with. Participants also reported a positive impact on their motivation to attend sessions and engage during activities and discussions, as well as positive influences upon wider life skills. As a result, practitioners on university courses should consider the potential of residential opportunities as part of undergraduate courses as a way of supporting student engagement, a sense of community and belonging.

Modified Flipped Classroom to Increase Readiness, Engagement and Understanding of Midwifery Students in Basic Science Course

<div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p>Covid-19 pandemic has prompted an opportunity to use technology to help students understand difficult topics such as basic science. The flipped classroom method has been widely used to increase the students' active roles. This study aims to measure the impact of modified flipped classroom to the undergraduate midwifery student's readiness, engagement, and understanding. This study used an embedded experimental model with an uncontrolled one-group pre-post-test quasi-experimental design on a total sampling of 37 first-year undergraduate diploma midwifery education students. The treatments were exposure to pre-class physiology video teaching materials and the flipped classroom. Kirkpatrick levels 1 and 2 were used to measure satisfaction and learning using closed Likert scales and open-ended questionnaires. Students' pre and post-test scores were measured and analysed using paired t-tests. Open questionnaire answers were analysed using content analysis. The statistical result showed significance difference (p <0.0001) with an increase in the average pre-post test score of 49%. The qualitative data revealed that the modified flipped classroom could increase active learning, self-reflection, learning material mastery and repetition, student readiness, lecturing effectiveness, and learning pace equity. The modified flipped classroom method was effective to increase the readiness, engagement, and understanding of the midwifery students in basic science course<em>. </em>Suggestions for future researchers are to add additional variables in the study to measure the impact of modified flipped classroom, such as learning motivation, student satisfaction, and academic outcomes. This will provide a more comprehensive picture of the effects of using this method on learning outcomes and student experience.</p><p> </p></td></tr></tbody></table></div><strong><em>Keyword: Flipped classroom, Kirkpatrick, Midwifery, Online learning, Physiology</em></strong>

Factors Affecting Student Engagement in Psychology Undergraduates Studying Online Statistics Courses in Indonesia

This study aimed to assess the influence of students’ intrapersonal factors, namely Academic Intrinsic Motivation (AIM), Perceived Creativity Fostering Teacher Behavior (P-CFTB), Academic Self-Efficacy (ASE), and Self-Regulated Learning (SRL) on student engagement in undergraduate psychology students taking online Statistics courses. A cross-sectional and quantitative design was used from October to December 2022. The data collection procedure used a convenience sampling technique, with questionnaires distributed online (via social media) and offline (via lecturers, the Student Executive Board, and the Association of the Faculty of Psychology from various universities in Indonesia). The research participants were psychology undergraduates who had studied and passed the Statistics courses online, with 671 filling out the questionnaire. The results showed that all students’ intrapersonal factors, namely AIM, P-CFTB, ASE, and SRL, can determine student engagement by 66.9%, with ASE having the highest influence (23.99%) and P-CFTB having the lowest impact (9.78%). Moreover, the correlation value between SRL and SE was r = 0.700, p < 0.001, signifying a robust positive relationship between both variables.

Development and Validation of Student Engagement Questionnaire

Introduction: Medical students drop out rate in Pakistan is very high. In our country, only 84% of students graduate, which is significantly lower than the average for developing nations. Class engagement, has been identified as a solution to the failures, dropouts and motivational lacking of students. Being multifaceted construct, the problems of defining engagement have also led to inconsistencies in measurements too. Most of the previous student engagement questionnaires had lack of information regarding their reliability and validity, transparency and auditability. They were long and complex to understand and only measures the behavioral and social engagement. So there is a need to develop questionnaires that is short, freely available and can easily be understood by all stakeholders involved in teaching and learning. Aims & Objectives: To develop a questionnaire to assess the engagement of undergraduate medical students during classroom activities. Place and Duration of Study: This was mixed method study, conducted at the University College of Medicine and Dentistry, University of Lahore between November 2022 &May 2023under the guidelines of AMEE Guide 87. Material & Methods: After receiving consent, the first draft of the questionnaire was distributed to 14 clinical and basic science subject experts, as well as medical educators, for qualitative and content validation. To determine the response process and to address any misunderstandings regarding the significance of questionnaire items, cognitive interviews with six students were conducted. Responses from 210 undergraduate medical and dentistry students were used to gauge reliability. SPSS version 23 was used to evaluate the questionnaires, a p-value of ?0.05 was considered significant For the scale, an internal consistency of between 0.50 and 0.70 according to Cronbach's alpha was deemed sufficient Results: There were 14 experts who gave qualitative expert validation. The initial student engagement questionnaire contained 49 items to measure 5 theoretical constructs, and were modified to make them more comprehensible and applicable. The questionnaire’s overall scale validity index was 0.84. After the cognitive interviews, there were just twenty items left. Content validation was finished in two rounds with 20 final items, yielding acceptable values of SI- CVI 0.83 & CCA 2.8. After the questionnaire had undergone pilot testing, 210 students filled it out, and the reliability of the survey was evaluated using Cronbach's alpha, which came out to be 0.721. Conclusion: Medical colleges can use this valid and reliable student engagement questionnaire to assess students' emotional, behavioral, and cognitive involvement in class.

Integrating Computational Thinking Into Scaffolding Learning: An Innovative Approach to Enhance Science, Technology, Engineering, and Mathematics Hands-On Learning

Science, Technology, Engineering, and Mathematics (STEM) education is essential for developing future-ready learners in both secondary and higher education levels. However, as students transition to higher education, many encounter challenges with independent learning and research. This can negatively impact their Higher-Order Thinking Skills (HOTS), engagement, and practical expertise. This study introduces a solution: Computational Thinking Scaffolding (CTS) in the Jupyter Notebook environment, designed to enhance STEM education at the tertiary level. CTS incorporates five phases: Decomposition, Pattern Recognition, Abstraction, Algorithm Design, and Evaluation. Utilizing a quasi-experimental method, we assessed the impact of CTS on the HOTS, engagement, and practical skills of undergraduate and postgraduate students. Our findings hold substantial relevance for university educators, academic advisors, and curriculum designers aiming to enhance students’ HOTS and hands-on capabilities in STEM disciplines. The results validate the effectiveness of CTS in elevating tertiary STEM learning outcomes, and they spotlight the adaptability of the Jupyter Notebook as a valuable tool in higher education. In conclusion, our research underscores the merits of CTS for improving outcomes in higher STEM education and sets a benchmark for future endeavors in this domain.

Moods, Emotions, and Engagement in a Music Ensemble Course: A Mixed Method Study with Brazilian Undergraduate Students

This study explores the self-reported perception of moods, emotions, and engagement of Brazilian undergraduate students enrolled in a music ensemble course. A mixed method approach was used through a convergent design. Sixteen Brazilian undergraduate students enrolled in a music ensemble course participated in this research. The Present Mood States List (PMSL) was used as a quantitative data collection instrument before and after 15 encounters (14 classes and a final concert). Analysis of quantitative data showed that 15 differences in the mood state values were statistically significant when considering all encounters and 22 differences were statistically significant in specific encounters. The qualitative data collection procedures were (1) the application of a questionnaire on emotions and musical engagement after each encounter and (2) a semi-structured group interview carried out after the fourteenth class. The qualitative data were grouped into four categories: didactics, music repertoire, moods, and data collection. According to the results, participants presented mostly positive mood states and emotions both before and after the encounters. In general, the students’ mood states and emotions seemed to influence their musical engagement, and, at the same time, their sense of musical engagement seemed to influence the presence of positive experiences.