Improve Student Engagement Research Articles

Adapting Bloom’s Taxonomy for Designing Grammar Activities to Teach English Tenses at IUH

This experimental study aimed to investigate the application of Bloom's taxonomy in teaching grammar, specifically English tenses, at IUH. The researchers aim to enhance the teaching and learning process of English tenses by incorporating higher-order thinking skills into the activities. Two groups of students, DHAV18A (n=42) and DHAV18B (n=45) were involved in the study. After teaching the English tenses chapter in the grammar course, the views of the students were surveyed regarding the self-study section and in-class activities that utilized a high level of Bloom's taxonomy. Additionally, students' scores on a test were analyzed, revealing that 90% of students were able to answer basic questions correctly, while 80% were able to answer difficult questions that required the application and creation levels of Bloom's taxonomy. The study also outlines the specific steps taken to adapt the taxonomy, including the identification of specific verbs and cognitive processes related to teaching English tenses. The adapted taxonomy is then used to design a set of grammar activities for each tense. Finally, the researchers conducted a pilot study to evaluate the effectiveness of the activities in terms of student engagement and learning outcomes. The findings suggest that the adapted taxonomy can be successfully applied in designing grammar activities for teaching English tenses, leading to improved student engagement and learning outcomes. The study concludes with recommendations for further research and implications for language teaching

Community Language Learning in Tertiary-level Teachers

Community Language Learning, or CLL, is a student-centered method that strongly emphasizes building supportive learning communities and interpersonal communication. The study looks into the strategies instructors use to support CLL, the difficulties experienced in putting this strategy into practice, and the outcomes seen in student involvement, participation, and language competency. Interviews with tertiary-level instructors who know CLL were used in the research method to gather qualitative data. The research identified several CLL framework components, such as subject contextualization and sharing in groups, the teacher approaches to collaborative learning, and group discussions and sharing as beneficial practices. These techniques promoted individualized interaction, attentive listening, and direction, which boosted student involvement and engagement. The study did note specific issues with involvement and communication, as well as the language barrier experienced by non-native English speakers while applying CLL. A supportive classroom learning environment and scaffolding strategies to enhance language development were proposed as solutions to these problems. The findings demonstrated CLL's achievements, such as improved student engagement, enhanced communication abilities, learner empowerment, and the emergence of authentic use of language. In addition, the results underscored the significance of student involvement and engagement as success markers. The study also covered the effects of CLL on developing a learner-centered approach and a conducive atmosphere for language acquisition.

Design and Development of a Multi-Faceted Online Campus Platform to Improve Student Engagement and Satisfaction in Higher Education

This study proposes the design and development of a “multi-faceted”, “online campus platform” that combines the benefits of technology in education and social media use. The aim is to provide a centralized location for “campus information”, services, and resources while measuring and improving student engagement through social media features with a balance between the benefits of social media and the need for privacy and security. The study examines the factors that can affect the platform, such as “adoption rate”, “user engagement”, “ease of use, privacy and security”, technical support, and integration of image-sharing. The method used is the ISO 25010 software system, which tests and evaluates the platform's functional stability, data reliability, accessibility, and validity. The study concludes that the platform is beneficial to students, providing easy access to a range of information without navigating multiple websites. The web application design is fast and accessible, and the social media features are effective in improving student engagement and satisfaction.

Inquiry Learning with Polya Proplem Solving to Improve Student Learning Outcomes and Engagement

Abstract: This study aims to determine whether students' engagement with trigonometry material may be increased through inquiry learning by solving Polya problems. The classroom action research approach is used in this study. 36 pupils from class X, MIPA 7, SMA 1, Indramayu, served as the subjects for this study. In this study, only two cycles are allowed. The findings from cycle I revealed that not all group members could effectively communicate with one another when trying to solve a problem. Another issue with the teacher is that he has not been able to manage his time well, which results in his spending a lot of time explaining the content. s a result, learning's primary objective—which requires pupils to be more engaged and solve their own problems—is not adequately achieved. However, it appears that the specified performance indicators have been met based on the findings of teacher and student observations made during the second cycle of action.Keywords:

Improving Student Engagement in Nursing Education through Game-Based Learning

Improving Student Engagement in Nursing Education through Game-Based Learning

Making space for the rabbit hole: Art education and eLearning development post-pivot

The pivot to eLearning might have been a bitter pill to swallow for many at first — particularly art educators who find their pedagogy and andragogy steeped in the physical studio space. Soon educators came to notice the value online education was adding to learners’ experiences. Where some students were silent in class, they were vociferous in online forums. Their ability to attend to instructional content improved as they could watch and rewatch lessons and demonstrations. Art students began to view their artistic installations and studio practice from the metacognitive lens: how do I prepare my art for this physical space as well as how do I capture my art for the digital experience of that installation? In this case study, the authors describe their successes with social presence and engagement in art education eLearning, provide strategies for maximising art learner engagement online, share experiential evidence and preliminary survey data to support their observations around improved student engagement in class and beyond, and offer strategies art educators and administrators can immediately implement on campuses or in courses.

Adapted digital domino game: Teaching multiplication to children

Developing and evaluating additional tools for teaching Mathematics, such as games, can contribute to improving student engagement and, consequently, their performance. This study evaluated the effects of an adapted digital domino game, based on the stimulus equivalence paradigm, developed for teaching relationships between numerals (A), sets of dots (B), and multiplication operations with numbers (C) and in a scale format (D). Five children with low performance in solving multiplication operations participated. Numeral naming skills, set naming skills, and multiplication operations were assessed in the Pretest. Then, ABBA, ACCA, and DCCD relationships were taught and BCCB, ADDA, and DBBD relationships were tested. Probes were performed throughout the study. Categorized behavior records assessed usability and engagement in the game. All participants learned the relationships taught and showed the emergence of the tested relationships, and an increase in the percentage of correct answers for the operations in the two formats and with unknowns in the three different positions.

The Implementation of Flipped Classroom Learning Model assisted by Cloud Classroom in Improving Student Engagement in History Lessons

The flipped classroom learning model is an innovation that provides a new instructional pattern that is highly beneficial for changing the learning process. It not only demands learning to take place inside the classroom but also requires students to prepare the material beforehand at home or outside the classroom. This model is student-centered and aims to enhance student engagement, understanding, and retention by reversing the traditional classroom teaching approach. The flipped classroom has an impact on student engagement in learning by improving the quality of students’ efforts in effective learning activities and their overall emotional state during the learning process, which leads to learning success. The researcher using CloudClassRoom as learning media to foster student engagement in learning activities. The objective of this research is to determine the influence of the flipped classroom learning model on student engagement in the history lessons of the Grade XI Science Program at SMAN 1 Genteng. This research adopts a quantitative approach that examines objective theories by investigating the relationships between variables. Quantitative research starts with formulating hypotheses regarding the predicted relationships between two or more variables. This study utilizes an experimental method, which involves testing the effects of a controlled intervention on the research outcomes, considering other influencing factors as well.

A Tale of Two Communities: Improving Student Engagement Through Experiential Learning

Community engagement creates evidence-based, experiential learning opportunities for kinesiology programs seeking to enhance student experiences through meaningful connections. We argue that increasing community engagement through hands-on experiential learning opportunities should serve as a model for effectively creating a stronger sense of belonging among kinesiology students. Two cases explore kinesiology program initiatives at private universities emphasizing activist learning models with established community-service pedagogy. Both cases conceptualize research activities, including the design and implementation phases, as well as relevant outcomes developed on the respective campuses. We discuss how experiential learning and community engagement enable students’ sense of belonging and improve student engagement outcomes for kinesiology programs.

Exploring Complex Concepts Through Storytelling: A Synchronous Online Health Policy Course Case Study and Recommendations for Implementing Across Disciplines

Educational experts advocate for storytelling’s community building aspects; it is also a valuable tool for deepening students’ cognitive engagement. Indigenous pedagogy has long emphasized the centrality of storytelling to knowledge production and transmission (Neeganagwedgin, 2020). This article offers a case study analyzing an upper-division undergraduate health policy course transformation to foreground storytelling in a synchronous online format. Consistent with the “watch one, do one, teach one” model, students heard narrative descriptions of guest storytellers’ policy experiences, constructed narrative stories describing a population health problem in written assignments, and shared a policy proposal story about why policy matters and how it can be changed to improve population health. This approach improved student engagement, fostered knowledge creation, and – despite the distance inherent in online education – improved students’ sense of self-efficacy and membership in a professional community. The article concludes with recommendations for integrating storytelling into other disciplines and modalities.

Development of Collaborative Digital Module on Zedemy Platform to Improve Student Engagement

During the Covid 19 pandemic, lecture activities in the Guidance and Counseling study program were transferred to online media through the e-learning platform of the Integrated Lambung Mangkurat University Information System (SIMARI). This study aims to produce collaborative digital modules through the zedemy platform used in lectures in the Guidance and Counseling study program, determine the feasibility of collaborative digital modules and determine the level of student engagement in using collaborative digital modules. ASSURE model development research (Analyze Learner, State Objective, Select Methods, Media and Materials) choosing to conducted on students of the Guidance and Counseling Study Program at Lambung Mangkurat University to determine student engagement with the use of modules. Module validation is carried out by material experts, media experts, and students. The feasibility of collaborative digital modules through the zedemy platform was assessed using a media expert eligibility sheet, material expert, and student involvement questionnaire in using the module. The results indicate the feasibility of the collaborative digital module shows a very feasible category in terms of media with a 103 of a maximum score of 116. Feasibility on the material aspect shows a very feasible category with a score of 97 out of a maximum score of 108 (89.81%). Student engagement showed a significant increase as indicated by the t-test results, obtained sig = 0.000. The mean of pretest = 55,35 and at posttest = 73.97. There is an increase in student engagement when using collaborative digital modules through the zedemy platform.

Using Formative Assessments To Improve Student Engagement In Exercise Science Education

Using Formative Assessments To Improve Student Engagement In Exercise Science Education

Reflections on Multimodal Delivery of a Laboratory Course for Nonscience Majors and Opportunities for Improved Student Engagement

Reflections on Multimodal Delivery of a Laboratory Course for Nonscience Majors and Opportunities for Improved Student Engagement

User-Centered/User Experience Uc/Ux Design Thinking Approach for Designing a University Information Management System

University Management Information Systems (UMIS) are a very essential part of a school’s ecosystem. Trying to build a functional UMIS is no longer a serious issue, these days as students interact with this system to perform tasks such as course registration, school fee payment, etc., the ease at which they do these activities is extremely important, any error or confusing experience they come in contact with can make the process dreadful for these users and demotivate them. This study would be centered on designing the User Interface (UI) and improving the UX of University Management Information Systems for web-based interfaces. User-Centered Design processes and system design thinking methodology were employed to solve the problem. Questionnaires were used to obtain the users' pain points as it relates to the existing UMIS in their schools, the responses were analyzed to understand the users’ pain and issues they face with their current UMIS and then decipher the right features to create a more usable interface. User personas and wireframes were used to make sense of the data obtained from user research. Figma, a visual design and prototyping tool was used for the prototype and interface design. The newly created interfaces were subjected to user testing using a platform called Maze. Users were able to interact with the platform and then answer certain questions as it relates to the developed system. Test data was used to measure usability parameters such as efficiency, effectiveness, learnability, ease of use and simplicity. From the testing phase, the developed system has a System Usability Score (SUS) of 87, it shows that users enjoyed using the system and could navigate through a platform they are interacting with for the first time, with little to no help. it was discovered that users prefer a simpler, responsive, and more interactive interface. Also, users were able to successfully complete tasks even though it is an interface they had never interacted with before. This study would address the usability issues students face while interacting with the UMIS platform provided for them by their institutions and also proposed a responsive and user-centered design which if implemented would improve students engagement on the platform and also reduce the constant problems that may arise from using the UMIS platform.

Improving Student Engagement and Motivation: Perspectives of Iranian EFL Learners

One critical problem most educators have possibly experienced is that some students drop out of school probably due to loss of enough motivation. Research indicates student engagement could not only increase motivation but help to sustain it at high levels. This relationship between these two constructs has already been researched quantitatively in language education. However, little research seems to have been done on exploring the ways of increasing student engagement and motivation in relation to each other using a qualitative design. The present study thus aimed at investigating the ways to improve student engagement as well as motivation with a qualitative design. The participants were 30 male, intermediate EFL learners of the Iran Language Institute (ILI) in Gorgan, Iran. These participants, selected through convenience sampling, attended the semi-structured interview sessions voluntarily. The findings of the study led to a model of determinants of student engagement and language learning motivation. These determinants include teacher behavior, teacher personality, and student behavior for student engagement, and teacher, self, and parents for language learning motivation. It is expected the outcomes will be to the benefit of language teachers, language learners, and materials developers.

Analysis of Media Use and Learning Interaction to Improving Student Engagement

This research aimed to test the effect of multimedia and lecturer-student interaction on student engagement in students of the Faculty of Economics, Universitas Negeri Padang. This type of research was descriptive quantitative. The sample was taken by using the Slovin formula with 358 respondents. The measure used in the study was the likert scale. The type of data used in this study was primary data obtained through the dissemination of questionnaires to students of the Faculty of Economics, Universitas Negeri Padang. The analysis method used SEM PLS analysis using SmartPLS 3.0. The results of this study showed that: lecturer-student interaction had a significant effect on student engagement. Multimedia had a significant effect on lecturer-student interaction. Multimedia had no significant effect on student engagement. The implication of this study was that empirically in learning that online student interaction was very necessary in order to increase student involvement in learning. Then, the use of multimedia affected student involvement in learning. The future research agenda needs to study more deeply the use of multimedia on student involvement in learning.

Improving Student Engagement in Online Courses through Interactive and User-Centered Course Design: Practical Strategies.

Improving Student Engagement in Online Courses through Interactive and User-Centered Course Design: Practical Strategies.

Improving equitable access to inclusive sexual healthcare in a small urban college health setting.

Sexual and gender minorities (SGM) experience many disparities in sexual health. College health centers must address early inequities for this population. Significant access disparity was noted for SGM students at a small urban college health center. The aim of this quality initiative was to increase equitable access by 20% over 90 days. A rapid-cycle quality improvement project was initiated using a Plan-Do-Study-Act model. Templated nurse-led visits, a discussion starter tool, and an inclusive care checklist were introduced, with assurance of equity for each metric, and a focus on team collaboration. Access to sexual health services increased by 22.6% over 8 weeks with SGM utilization increasing 2.7-fold. Guideline-concordant care improved by 94% for all students. Student comfort scores (Likert range 1-5) also improved, from a baseline of 3.53 to a project mean of 4.62. This project addressed equity in a college health setting through improved student engagement, targeted workflow innovation, and enhanced team collaboration. Application of key findings to other health topics will continue to mitigate disparities in college health centers. Tools may also be applied to adolescent and adult primary care settings to improve patient comfort and SGM-inclusive sexual health service delivery.

E-learning and the virtual transformation of histopathology teaching during COVID-19: its impact on student learning experience and outcome

BackgroundMedical and pathology education has gone through an immense transformation from traditional face-to-face teaching mode to virtual mode during the COVID-19 pandemic. This study evaluated the effectiveness of online histopathology teaching in medical education during the 2020 COVID-19 pandemic in Griffith University, Australia.MethodsSecond-year medical students (n = 150) who had previously completed one year of face-to-face histopathology teaching, completed an online questionnaire rating their learning experiences before and during the COVID-19 pandemic after the completion of their histology and pathology practical sessions. The students' histopathology assessment results were then compared to the histopathology results of a prior second-year cohort to determine if the switch to online histopathology teaching had an impact on students' learning outcome.ResultsA thematic analysis of the qualitative comments strongly indicated that online histopathology teaching was instrumental, more comfortable to engage in and better structured compared to face-to-face teaching. Compared to the previous year's practical assessment, individual performance was not significantly different (p = 0.30) and compared to the prior cohort completing the same curriculum the mean overall mark was significantly improved from 65.36% ± 13.12% to 75.83% ± 14.84% (p < 0.05) during the COVID-19 impacted online teaching period.ConclusionsThe transformation of teaching methods during the 2020 COVID-19 pandemic improved student engagement without any adverse effects on student learning outcomes in histology and pathology education.

Improving Student Engagement While Understanding the Relevance of Social Status and Inequalities with a School Context

Motivation is an essential and integral part in improving student engagement in any given school context. Therefore, this study aims to find out countermeasures to improve student engagement by giving importance to factors such as culture, ethnicity, gender and social perspectives.