Student Engagement In School Research Articles

The Relationship between Classroom Learning Engagement of Secondary Vocational School Students and Psychological Factors based on Video Analysis Technology

In the quest for quality improvement in higher education, student engagement in the classroom as a core element in evaluating the effectiveness of education has become increasingly important. In particular, the precise measurement and analysis of students' engagement in learning behaviors in the classroom have become a key area for combining learning engagement research with teaching practice in higher education institutions. This study focuses on the use of computer video parsing technology to detect the learning engagement of students in secondary vocational schools in Jiangsu Province (secondary students) and its application. The study analyses the video data generated by secondary students in the learning process, and extracts key information with the help of advanced computer video parsing algorithms, to accurately quantify students' learning engagement. The results of the study show that this technology can effectively monitor the learning engagement of secondary vocational school students, and provide an effective aid for teaching improvement and personalized learning guidance.

Education through human rights lens: Psychosocial development and student engagement in school

Education through human rights lens: Psychosocial development and student engagement in school

Examining the Relationship Between School Engagement and Learning Responsibility in Middle School Students

The purpose of this study is to examine the relationship between middle school students' levels of school engagement and their learning responsibilities. The study was conducted using the relational survey model, which is one of the quantitative research models. The sample of the study consisted of 353 middle school students selected through simple random sampling, one of the non-probability sampling methods. The data collection tools used in the study were a personal information form, School Engagement Scale, and Learning Responsibility Scale. Independent samples t-test, ANOVA, correlation, and multiple linear regression techniques were used in the analysis of the collected data. In the study, it was found that both school engagement and learning responsibility levels of female students were significantly higher. When examining students' learning responsibility, it was found that seventh-grade students and students attending public schools had significantly higher levels of learning responsibility than other students. When examining the predictive power of school engagement on learning responsibility, it was found that the school engagement predicted learning responsibility by 64.9%.

Grit's Contribution to Developing Student School Engagement with Teacher Support as Moderator

School engagement is an important aspect that supports students' academic success. This study aims to prove the contribution of grit moderated by teacher support to students' school engagement. The participants of this study were 237 students, consisting of 94 males and 143 females, who were selected through a purposive sampling technique. The analysis shows that grit positively and significantly affects students' school engagement [β = 0.433 (43.3%), p-value = 0.001]. In moderation, the teacher support variable can moderate the influence of the grit variable on school engagement, with the magnitude of the effect increasing to 0.497 (49.7%) and a significance value of P = 0.043. Additional results of gender analysis of the level of school engagement of students at school are more excellent for male students than female students. These findings can be used to increase student engagement in schools by strengthening the quality of student grit and by moderating the provision of teacher support and attention.

Learning Preferences and Academic Outcomes: Insights from Franciscan-Managed Schools

This study examines the relationship between learning preferences and academic performance among third-year high school students in two Franciscan-managed schools in Negros Oriental, Philippines. Using the Felder-Silverman Learning Style Model and a descriptive research design, the profiles and preferences of 120 students were analyzed across four dimensions. Pearson’s correlation revealed a significant relationship between gender and academic performance, with females outperforming males, while family size and income showed no significant impact. The sensing/intuitive learning style exhibited a weak but positive relationship with academic outcomes, highlighting the need for differentiated instructional strategies. The findings advocate for gender-sensitive and adaptive teaching approaches to enhance student engagement and holistic development in Franciscan-managed schools.

A Case Study: Investigating High School English Student Engagement in Language Learning Through YouTube Music Videos

This case study investigated high school student engagement in acquiring second language knowledge through YouTube music videos. A Chinese English learner who had lived in the United States for a year developed fundamental language skills but was hesitant to engage in language learning at the start of the project. Data collection was conducted over 10 weeks and involved semi-structured interviews, classroom observations, and in-class artifacts related to YouTube music learning activities. The findings indicated that the learner engaged with YouTube music videos from four perspectives: behavioral, emotional, social, and cognitive. From a behavioral perspective, singing recurring routines continuously engages the learner by promoting participation in language development. From an emotional and social perspective, music genres engage the learner through high affective input and peer interaction, facilitating the acquisition of cultural knowledge and daily communicative skill. From a cognitive perspective, multimodal features (e.g., lyrics and rhythm) stimulate the learner’s cognition by providing mnemonic aids that enhance memory for vocabulary and pronunciation competencies. Theoretical and pedagogical implications are provided for English language learning contexts, shedding light on the conceptual development of student engagement, multilingual teacher education, and multimodal learning. This study identifies future research trends in the instructional use of YouTube videos from multiple perspectives, including the transfer of working memory to long-term memory, digital multimodal composing (DMC), and generative AI.

Analysis of the Effectiveness of Gamification Elements in Mobile-Based English Learning Applications for Elementary School Students

The limited engagement and motivation of elementary school students in traditional English learning methods present a challenge that mobile-based language learning applications can address. This research examines the gamification elements in three popular mobile-based English learning applications—Duolingo, Busuu, and Simpler—to evaluate their effectiveness in enhancing student motivation and learning outcomes. The study employs a descriptive comparative method, utilizing observation sheets as research instruments to analyze the presence and impact of gamification features such as points, leaderboards, levels, missions, and achievements. Data were analyzed using literature review and document analysis techniques to compare gamification strategies across the applications. The results reveal that Duolingo excels in utilizing gamification features comprehensively, fostering high user engagement through competitive and achievement-driven elements. Busuu integrates gamification with social interaction, emphasizing collaborative learning experiences, while Simpler employs minimal gamification with a focus on simplicity and accessibility. Overall, gamification enhances user motivation and supports language skill development, including reading, writing, speaking, and listening. This study highlights the potential of gamification-based mobile learning to address challenges in traditional education and provide engaging, effective learning experiences tailored to digital-native students.

An Experimental Study on the Impact of Positive Education on School Engagement and Psychological Well-being among Boarding School Students in China

Current researchers are paying more and more attention to the impact of school engagement and psychological well-being on the comprehensive development of adolescents in boarding schools, but how to improve them still needs further verification. This study explores the impact of positive education intervention on school engagement and psychological well-being of students in boarding schools in China. The study adopted an experimental design, with 167 middle school students as the research subjects. The experimental group received a 12-week positive education intervention, and the control group received regular mental health education. The results showed that compared with the control group, the school engagement and psychological well-being levels of the experimental group were significantly improved, which laid an empirical foundation for integrating positive education into various disciplines in the future.

‘Learning can be anywhere’ – On the ground views of what impacts student engagement and attendance in remote Australian schools

Despite contrary evidence, attendance remains a measurement of success in remote First Nations education. This motivation, in part, derives from the Australian Government’s ‘Closing the Gap’ policies, which in the past included attendance targets for First Nations students. These assumed that increased school attendance led to improved school outcomes. Our article provides an account of what students, school staff and community members living, working and studying in remote and very remote communities say leads to increased school engagement and attendance. We argue concerns about school attendance are more often about poor engagement in learning at school than they are about the proportion of children and young people attending school on any day. The factors that either encourage or negatively impact attendance/engagement are discussed, including school environment, leadership, governance, teachers and teaching, student and external factors, systemic and policy issues. The findings have implications for schools, systems, policies, and funding priorities.

Educational tutoring in school engagement in secondary education students

To analyze the level of development of educational tutoring (TE) and school engagement (CE) in high school students, as well as to characterize the possible causal correlation between these variables. The sample was determined by stratified probabilistic processes and consisted of 111 high school students from an educational institution in Ayacucho, Peru. It is a basic, quantitative, correlational-causal, descriptive-transversal and non-experimental study. Face-to-face questionnaires were used, proposed by León and Fernández-Díaz (2019) to measure the TE and Mora-Romo and Martel-Muñoz (2022) for the CE, both showed measurement validity by means of exploratory and confirmatory factor analysis, and their reliability was 0.927 and 0.820 Cronbach's alpha respectively, being both of acceptable internal consistency. From the analysis of the ordinal logistic regression, it was verified that the educational tutoring model is an influential factor on school commitment, because the Sig. value of the model adjustment report was 0.000; showing that the model is plausible, in addition, the R2 determination value corroborated what was established, evidencing that educational tutoring explains, according to Nagelkerke 42.2% of the variation of school commitment. Tutors who help to identify and address the individual needs of students have an impact on the improvement of self-esteem and sense of belonging in the school community, where the close link between the tutor and the students promotes an environment of valuation and active listening, increasing their interest and participation in learning.

Inquiry-based Augmented Reality Activities for Enhancing Reading Comprehension and Engagement of EFL Secondary School Students

Inquiry-based Augmented Reality Activities for Enhancing Reading Comprehension and Engagement of EFL Secondary School Students

Parental psychological control and school engagement in adolescents: A longitudinal study

This longitudinal study examines the role of psychological control on adolescents' school engagement over time, addressing the critical role of parental influence in shaping students' academic experiences. The research, conducted in Italy with 100 adolescents aged 13-18, employs the Self-Determination Theory framework to explore the relationships between psychological control and school engagement. Findings reveal that parental psychological control at Time 1 is negatively associated with school engagement at Time 2. Using a cross-lagged model, the study reveals a long-term effect of psychological control on student school engagement, consistent with existing literature. The results emphasize the detri-mental impact of parental psychological control on adolescents' engagement and highlight the importance of autonomy-supportive parenting practices for fostering students' academic success and psychological well-being. This study contributes to the understanding of pa-rental influences on school engagement and emphasizes the need for interventions and sup-port systems that promote positive parental involvement in adolescents' educational devel-opment.

The predictive influence of family, teachers, and peers on affective, cognitive, and behavioral school engagement in primary and secondary school students

The predictive influence of family, teachers, and peers on affective, cognitive, and behavioral school engagement in primary and secondary school students

The effects of cooperative learning on self-reported peer relations, peer support, and classroom engagement among students with disabilities

Students with disabilities are at an increased risk of experiencing poorer quality peer relationships than those without disabilities. Previous school-based efforts to promote positive peer interactions among students with and without disabilities have included individual skill development and broader initiatives such as inclusive school practices. In the current study, we investigate the effects of cooperative learning (CL) on peer relationships, peer academic supports, and classroom engagement of middle school students with and without disabilities over two years. Using 4 waves of data from a cluster randomized trial of middle schools, we hypothesized that CL would create positive gains in study outcomes among all students, but we anticipated that effects would be more pronounced among students with disabilities. Results confirmed these hypotheses and highlighted the potential role of CL in creating greater social integration among students with and without disabilities. The implications of these findings for practitioners and policymakers are discussed.

Development of strategic participatory moral education management model in private vocational colleges

Addressing society’s current ethical dilemmas necessitates urgent reinforcement of moral standards. Transforming student behavior necessitates integrating legal and social measures through proactive youth cultivation within educational institutions. This study focuses on a participatory, strategic approach to managing ethics in private vocational colleges in Thailand. The researchers gathered data through structured, in-depth interviews and opinion surveys from a sample group of 400 individuals, which included directors and department heads of these colleges. The research identified two main dimensions and eleven factors essential for moral education management in private vocational colleges. The first dimension encompasses six critical factors: resource management, structural policies, educational services, personnel, financial management, and materials and equipment management. The second dimension includes five key factors: school strategies, administrative policies, teacher roles, student engagement, and community stakeholder involvement. Statistical analysis supports the causal relationship model, revealing a Chi-Square value of 33.492 and a P-value of 0.055. This comprehensive approach aims to foster sustainable moral development and cultivate desirable societal behaviors among students. It contributes to national stability and aligns with educational and vocational development plans, effectively addressing broader socio-economic challenges. The findings underscore the importance of strategic, ethical management in private vocational education institutions as a cornerstone for nurturing a morally responsible student body and supporting national development goals.

Using Canva to improve drawing for elementary school

This study aims to evaluate the effectiveness of using Canva as a digital drawing tool in improving drawing skills and engagement of elementary school students. Through quantitative design and descriptive analysis of data collected from 48 teachers in various public elementary schools in Central Java, the study found that the use of Canva had a significant positive impact on students' understanding of design concepts, creativity, and engagement. A total of 45.8% of respondents strongly agreed and 50% agreed that Canva helps students understand basic design concepts better. In addition, 56.3% of respondents agreed and 37.5% strongly agreed that students' creativity improved after using Canva, indicating that the platform provides ample space for students to experiment with different drawing techniques. In terms of engagement, 47.9% of respondents strongly agreed and 39.6% agreed that using Canva increased student engagement in art projects compared to traditional methods. In addition, 60.4% of respondents agreed and 35.4% strongly agreed that Canva allows for more effective collaboration between students on drawing projects. However, while the benefits are significant, most respondents feel that additional training is needed to optimize the use of Canva in art teaching. These findings show that integrating Canva into the drawing curriculum not only improves students' artistic skills, but also prepares them for success in the digital world of the future.

Perspectives of educators and students on the efficacy of online teaching and learning strategies employed during COVID-19 in a health sciences institution.

Healthcare education encountered unprecedented challenges during the COVID-19 pandemic, but the necessary responses have also provided learning opportunities for the future. We aimed to evaluate the impact of COVID-19 on teaching and learning strategies and the perceptions of clinical educators and health sciences students on novel methods to improve online student engagement in Ireland's largest medical school. Two separate online surveys designed to gain insights into the perceived efficacy of online teaching strategies were distributed to clinical educators and health sciences students (medical and pharmacy) over 7months via email. A total of 86.4% of educators responded that rapport was more difficult to build online, and 90.5% reported less engagement from students online. The most popular methods that improved student engagement included using polls, a chat box function for questions, small group discussions and having student cameras turned on. Amongst educators surveyed, 81.8% felt a training course focused on teaching strategies at the start of every academic year would be beneficial. From the students' perspective, no difference was noted between the medicine and the pharmacy students. Seventy-five percent reported using quizzes/polls, and 63% reported using game-based platforms as techniques to improve online learning. Sixty-two percent of students described it as a positive outcome of learning during the pandemic. Any pandemic poses unique challenges to the delivery of healthcare education. These surveys report educators' and students' views on online teaching and learning strategies, highlighting novel mechanisms to improve student engagement and ultimately impact on graduate outcomes.

The Relationship between Parental Educational Involvement and Learning Engagement among Chinese Middle School Students: The Mediating Effect of Gratitude and Hope.

Despite the extensive body of literature on the correlation between family dynamics and academic achievement among students, there remains a notable gap in research investigating the influence of parental educational involvement on student learning engagement. Based on the developmental-ecological model of student engagement and relevant theoretical frameworks, this study used the quantitative analysis method to construct a chain mediation model to test the relationship between parental educational involvement and the learning engagement of middle school students, as well as the potential mediating role of gratitude and hope. This study employed a cross-sectional study using whole-cluster random sampling to measure middle school students aged 11-18 years old in two schools over a one-week period. Through the use of self-reporting surveys, this study assessed the levels of parental educational involvement, gratitude, hope, and learning engagement among 754 middle school students (48% female; Mage = 14.83, SD = 1.65) in Hubei Province, China. The mediation effect was analyzed using regression analysis and the chained mediation model and tested via the Bootstrap method. The findings suggested that parental educational involvement significantly positively related to learning engagement among middle school students, while gratitude and hope serve as partial mediators in the relationship between parental educational involvement and learning engagement. These findings revealed the psychological mechanisms underlying the relationship between parental educational involvement and learning engagement among middle school students, providing valuable insights for enhancing their level of learning engagement.

Enhancing High School Student Engagement and Academic Achievement: A Comparative Analysis of the JIA Application

This study compares the effectiveness of the JIA application in enhancing student engagement and learning outcomes in Pancasila Education for Class X students SMA Methodist 02 Palembang. The study employed a quasi-experimental design with a 2x2 format, using non-equivalent groups. Data were collected through observation and multiple-choice tests administered as pretests and posttests. Research sampling was carried out Participants were selected using purposive sampling, purposive sampling type. Data collection was carried out using observation sheets on learning activities and multiple choices formative test questions as pretest and posttest. The JIA application significantly improved student engagement and learning outcomes. The N-Gain Score for learning activities was 46.8%, and for learning results, it was 52.5%. Learning activity increased by 12.70%, from 59.54% to 72.29%. The average learning outcome score improved by 31.02 points, from a pretest score of 47.95 to a posttest score of 78.97. The findings underscore the significant impact of the JIA application in enhancing both student engagement and learning outcomes in Pancasila Education for Class X students at SMA Methodist 02 Palembang. The study's results suggest that integrating technology, such as the JIA application, into educational curricula can substantially elevate student participation and achievement. These findings advocate for the broader implementation of digital tools in educational settings to foster more interactive and effective learning experiences, potentially guiding future policy and curriculum development in schools.

Investigating the relationship between fear of missing out and teacher education students' school engagement in physical education

Background: Notably, there is a scarcity of papers that focus on deepening the relationship between fear of missing out (FoMO) and school engagement for undergraduate students, most especially in a university setting in Indonesia and the Philippines. Research Objectives: In this regard, this study aims to deepen the relationship between the FoMO and school engagement. Methods: In this research, a correlational method was adopted. The respondents for the study were undergraduate students currently taking the Bachelor of Physical Education degree at the College of Teacher Training and Education Pasundan (Indonesia) and the University in Region III (Philippines). Instrument FoMO used the Fear of Missing Out scale (FoMOS), and the involvement used UWES-9. Pearson-R analysis was used to analyse the relationship between FoMO and school engagement. Finding/Results: After obtaining data from 100 teacher education students taking the degree in Bachelor of Physical Education, it was observed that there is no significant relationship between overall FoMO and school engagement (r(98) = .190, p = .059). Additionally, no significant relationship was found between the FoMO-Private Factor (r(98) = .145, p = .147), the FoMO-Social Factor (r(98) = .173, p = .085), and school engagement. Conclusion: Thus, we confirm that students' engagement in their studies is not significantly influenced by FoMO. This research contributes information to teachers and students regarding the relationship between FoMO and school engagement in physical education.