Student Engagement In Classroom Research Articles

Effect of Cognitive Context-Based Modeling Instructional Strategies in Biology Concept Teaching: An Educational Action Study

Effect of Cognitive Context-Based Modeling Instructional Strategies in Biology Concept Teaching: An Educational Action Study

Evaluation of Students’ Learning Engagement in Online Classes Based on Multimodal Vision Perspective

The method of evaluating student engagement in online classrooms can provide a timely alert to learners who are distracted, effectively improving classroom learning efficiency. Based on data from online classroom scenarios, a cascaded analysis network model integrating gaze estimation, facial expression recognition, and action recognition is constructed to recognize student attention and grade engagement levels, thereby assessing the level of student engagement in online classrooms. Comparative experiments with the LRCN model, C3D network model, etc., demonstrate the effectiveness of the cascaded analysis network model in evaluating engagement, with evaluations being more accurate than other models. The method of evaluating student engagement in online classrooms compensates for the shortcomings of single-method evaluation models in detecting student engagement in classrooms.

Recognition of student engagement in classroom from affective states

Recognition of student engagement in classroom from affective states

Transitioning from school to university: a person-oriented approach to understanding first-year students’ classroom engagement in higher education

ABSTRACT The first year at university is critical to students’ later academic development. The first year, however, is also the time when students are most vulnerable to disengagement and dropout. Therefore, identifying students most at risk of disengagement as well as the classroom environment factors that drive or undermine student classroom engagement in the first year plays a crucial role in preventing dropout in later years. This study makes a contribution in this regard by taking a person-oriented approach to discovering profiles of students with different configurations of classroom engagement and examining the classroom factors that determine the classification of students into such profiles. Latent profile analysis of self-report data from 413 first-year university students in Vietnam reveals three profiles of student engagement, namely highly engaged (N = 75), moderately engaged (N = 230), and minimally engaged (N = 108). Multinomial logistic regressions further reveal three classroom environment factors including peer support, provision of choice, and task relevance that predict the likelihood of student membership in the three profiles. The study findings offer useful implications for the development of instructional strategies and the manipulation of classroom environment factors that have potential to promote first-year student engagement in the classroom.

Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement

Abstract In this study, we investigated how student engagement and disengagement change over the course of a semester in the L2 classroom. We modeled change at the inter- and intra-individual levels, using time-variant predictors to examine differences in student classroom engagement and disengagement trajectories. In addition to these temporal dynamics, we also examined what motivational antecedents are related to these changes in engagement and disengagement over time. We collected data from 686 students enrolled in general-purpose English courses at two publicly funded universities in mainland China at three waves in a 17-week semester, and tested a series of multi-level, mixed-effects growth models. Our analyses showed that students who reported higher initial classroom engagement or disengagement levels had lower growth rates than their counterparts as the semester proceeded. Students’ classroom engagement in language learning dipped to its lowest point around the middle of the semester and peaked toward the end of the semester. Motivational antecedents were also strong predictors of student engagement and disengagement in the language classroom at both within- and between-person levels. We discuss the implications of these temporal dynamics of learner engagement in the language classroom.

Reading the Room

When in front of a classroom, a skilled teacher can read the room, identifying when students are engaged, frustrated, distracted, etc. In recent years we have seen significant changes in the traditional classroom, with virtual classes becoming a normal learning environment. Reasons for this change are the increased popularity of Massive Open Online Courses (MOOCs) and the disruptions imposed by the ongoing COVID-19 pandemic. However, it is difficult for teachers to read the room in these virtual classrooms, and researchers have begun to look at using sensors to provide feedback to help inform teaching practices. The study presented here sought to ground classroom sensor data in the form of electrodermal activities (EDA) captured using a wrist-worn sensing platform (Empatica E4), with observations about students' emotional engagement in the class. We collected a dataset from eleven students over eight lectures in college-level computer science classes. We trained human annotators who provided ground truth information about student engagement based on in-class observations. Inspired by related work in the field, we implemented an automated data analysis framework, which we used to explore momentary assessments of student engagement in classrooms. Our findings surprised us because we found no significant correlation between the sensor data and our trained observers' data. In this paper, we present our study and framework for automated engagement assessment, and report on our findings that indicate some of the challenges in deploying current technology for real-world, automated momentary assessment of student engagement in the classroom. We offer reflections on our findings and discuss ways forward toward an automated reading the room approach.

Perceptions and utilization of a multimedia teaching strategy to prevent student nurse attrition

Untethered Lecture Capture (ULC) is a teaching method facilitating student classroom engagement while simultaneously creating audiovisual lecture capture (LC) resources. This single-site, convergent parallel mixed-methods study qualitatively described how nursing students with attrition risk factors perceived ULC influenced learning and quantified how such students utilized LC. Study participants (N = 28) reported watching most LC resources (57.1%) and 42.9% watched entire LC videos from start to finish. Qualitative findings produced new evidence about untethered faculty proximity in the classroom and ULC techniques supporting in-class focus and post-class self-paced learning efficiencies. Findings help nurse educators prioritize instructional methods among students with attrition risk factors.

A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning

The global COVID-19 pandemic has necessitated a rapid shift to online delivery in higher education. This learning and teaching environment is associated with reduced student engagement, a crucial prerequisite of student satisfaction, retention and success. This paper presents a case study that explored student engagement in the synchronous virtual learning environment, during the mandatory move to exclusive online learning in Australian higher education in April to June 2020. Three university instructors used the Teaching and Learning Circles Model to observe a series of their peers' synchronous virtual classrooms, from which they reflected on ways to enhance their own practice. The findings demonstrate how student engagement in these classrooms can be strengthened across the four constructs of Kahu and Nelson’s (2018) engagement conceptual framework: belonging; emotional response; wellbeing and self-efficacy. The case study also reveals limitations of the synchronous virtual environment as a means of supporting student engagement in the online learning and teaching environment, and proposes ways to address them. Against emerging reports of increased mental health issues among isolated university students during the current pandemic, the case study's recommendations to improve student wellbeing and belonging are particularly salient. This article also highlights the usefulness of the Teaching and Learning Circles Model of peer observation as a way to guide its participants' reflections on their own practice, support their collegiality with academic peers and build their confidence and competence in the synchronous virtual learning environment.

Developing a theology capstone unit through the teaching and learning nexus

AbstractThe challenge of integrating best practice for teaching and learning is perennial. Within an Australian context, despite increases in student satisfaction over the decades, challenges remain concerning student classroom engagement, peer collaboration and the value and use of technology. Within my own religious and theological university environment, I have sought to address some of these challenges in the development of a Doing Theology Capstone Unit. This paper outlines the key subject information of the unit, followed by five key areas that informed the development. It is argued that by taking seriously the teaching and learning nexus, requires paying attention to these five key areas. The discussion section of this paper, therefore, explores demographics and diversity, active learning, constructive alignment, assessment and technology. These five areas are explored in relation to the developed curriculum for the Doing Theology unit. It is argued that by paying attention to these areas we can enable greater student engagement and peer‐to‐peer participation.

Can Digital Technology Bridge the Classroom Engagement Gap? Findings from a Qualitative Study of K-8 Classrooms in 10 Ontario School Boards

This study examined impacts of digital technology on a key component of the socioeconomic gap in education—gaps in student classroom engagement. Whereas print literacy has long been a source of such gaps, newer “digital divide” theories claim classrooms that use digital technology are perpetuating them further. However, these claims are not grounded in close empirical observation and may now already be dated. We aimed to advance understandings of the impact of digital technology on student engagement by examining robotics, tablets, and smart board usage across a range of classrooms, using a conceptual framework that blends theories of interaction ritual chains (IRC) and cultural capital (CC). Data came from observations and interviews with teachers and students in K-8 classrooms across 10 Ontario school boards. We report three major findings. First, almost all students across socioeconomic strata engaged easily and enthusiastically with digital technology. Second, technology spawned new classroom rituals and cultural valuations. Third, digital technology provided connections between school dictates and students’ peer-based and home lives. We argue that digital technology has the potential to narrow classroom engagement gaps that are generated by conventional print media. We end by discussing avenues for future research.

Enhancing student engagement through heterogeneous pedagogical approaches: action research in a university level course in Saudi Arabia

PurposePrevious studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a classroom setting (i.e., micro-level practices) is relatively sparse. This paper provides a framework for enhancing student engagement in a university undergraduate classroom setting.Design/methodology/approachThis study builds on action research. At the core of this approach is making interventions through a set of pedagogical approaches, derived from the literature. The impact of these interventions was measured, followed by reflections on the outcomes and developing a future improvement strategy.FindingsStudent engagement can be enhanced by using heterogeneous pedagogical approaches that positively influence student performance. Further, the use of mixed pedagogical approaches helps students and teachers acquire meta-cognitive knowledge (i.e., knowledge of their learning preferences) and sets the direction for learning.Research limitations/implicationsThe key contribution of this study is providing a student engagement framework applicable in a sophomore-level classroom setting. The framework discusses a set of techniques, their theoretical underpinnings, the course of their execution and the challenges faced in this process. The framework can be used to guide enhancing student engagement.Originality/valueContrary to the macro-level measures, research on micro-level measures for promoting student engagement approaches is scarce. This study discusses not only different strategies but also details the dynamic course of their deployment. The study, therefore, is unique in its contribution.

Relationship between teacherandrsquo;s self-efficacy and classroom management practices in the Kwahu West Junior High School

The study sought to examine the relationship between teachers’ self-efficacy and their classroom management practices among public Junior High School teachers in the Kwahu West Municipality. The descriptive survey design was used for the study. Proportional sampling and simple random sampling procedures were used to select a total sample of 217 respondents for the study. The Tschannen-Moran and Woolfolk Hoy teacher self-efficacy scale (TSES) was adapted and used in the study. Pearson Product Moment Correlation was used to analyse the data for the study. The results showed a statistically significant moderate positive correlation between teachers’ self-efficacy and classroom behaviour management practices. The study also revealed a statistically significant moderate positive correlation between teachers’ self-efficacy and instructional management practices as well as between teachers’ self-efficacy and student classroom engagement practices. The study recommended that the Ghana Education Service organise training programmes for teachers to receive more training in the fields of self-efficacy and classroom management practices to yield higher outcomes in the classroom management.

Moderating Effects of Student Motivation on the Relationship between Learning Styles and Student Engagement

This research examined both the relationship and the effects of learning styles and student engagement at three selected Universiti Teknologi MARA, (UiTM) Malaysia state campuses using the VARK learning style model. The effects of students’ learning styles and their relationships to classroom engagement were analyzed. Three categories of students’ majors which were Social Science (SS), Technical Science (TS) and Pure Science (PS) were segregated to identify the moderating effects of student motivation on the relationship between learning styles and student engagement. The results revealed that only visual learning style was found to influence all three dimensions (behavioral, cognitive and emotional) elements of student engagement. These results also showed that visual learners had higher classroom engagement as opposed to both auditory and kinesthetic learners. It was also reported that all elements of student motivation (achievement, recognition, relationship with peers and relationship with lecturers) did significantly moderate the relationship between learning styles and student engagement. It is recommended that instructors should employ varieties of teaching methods to encourage student engagement according to their fields of study. It is further suggested that motivation should be enriched among students to yield higher student classroom engagement. 
 Keywords: Homogenous Group, Learning Styles, Student Engagement, University Students,

Behavior Support Coaching for a Paraprofessional Working With First-Grade Students Exhibiting Disruptive Behavior Problems in an Urban High-Poverty Elementary School

Despite receiving little to no training in behavior management, paraprofessionals often support young students with or at risk of disruptive behavior disorders in elementary schools. The Behavior Support Coaching for Paraprofessionals (BSC-P) is a new evidence-based data-driven approach for enhancing paraprofessionals’ skills in identifying behavior needs, setting goals, and selecting and implementing evidence-based interventions for improving student disruptive behaviors. The current case study presents the application of the BSC-P (eight sessions over 3 months) with a paraprofessional and teacher who support two first-grade students exhibiting disruptive behaviors in an urban high-poverty elementary school. Implemented evidence-based interventions include say, show, check, a token economy, and antecedent modification. Findings revealed increased paraprofessional intervention fidelity, improved student classroom engagement (effect sizes of 3.77 and 2.10), and decreased student inappropriate verbal and physical behavior (effect sizes of 1.34 and 1.88, respectively).

The relationship between college student feedback orientation and classroom engagement

ABSTRACTThis study explored the relationship between the four dimensions of students’ feedback orientation (i.e., utility, retention, confidentiality, and sensitivity) and the four dimensions of students’ classroom engagement (i.e., silent in-class, oral in-class, thinking about course content, and out-of-class) using the tenets of Feedback Intervention Theory (FIT) as a guide. Participants were 208 undergraduate students enrolled in a variety of introductory communication courses at a large mid-Atlantic university. It was found that varying combinations of students’ feedback orientation influence students’ engagement, providing further support for FIT. Specifically, feedback utility was positively related to all four dimensions of student engagement. Furthermore, feedback confidentiality was negatively related to oral in-class behaviors. Future research should continue to examine the influence of instructional feedback on students’ classroom engagement.

Kennsluaðferðir í 130 kennslustundum í framhaldsskólum

Í þessari grein er brugðið upp mynd af kennsluaðferðum sem framhaldsskólakennarar notuðu í 130 kennslustundum og því hvaða aðferðir voru algengastar í ólíkum námsgreinum eða námsgreinasviðum. Gerð er grein fyrir ýmsum líkönum sem hafa verið notuð við að flokka kennsluaðferðir, svo sem flokkun í kennarastýrðar (e. teacher-centered) eða nemendamiðaðar (e. student-centered) aðferðir og flokkun eftir því hvers konar kenningaramma um nám aðferðirnar byggjast á. Líkan sem hefur birst í bókinni Litróf kennsluaðferðanna var notað til að greina kennsluaðferðirnar og var einnig lagt mat á notagildi þess. Rannsóknargögn voru vettvangslýsingar úr 130 kennslustundum sem fylgst var með í rannsókninni Starfshættir í framhaldsskólum á árunum 2013 og 2014. Langflestar kennsluaðferðirnar féllu í tvo flokka, það er útlistunarkennslu annars vegar og þjálfunaræfingar og skrifleg verkefni hins vegar. Kennsluaðferðir voru nokkuð ólíkar eftir greinum og skáru íslenska og iðn- og starfsnámsgreinar sig talsvert úr fyrir fjölbreytni aðferða. Einsleitust var kennslan í stærðfræði. Í ljós kom að líkanið sem lagt var upp með til að skoða kennsluaðferðirnar náði betur yfir vel skilgreindar aðferðir en þær stundir þar sem beitt var flóknum eða samsettum aðferðum. Greining á kennsluaðferðum hefur hagnýtt gildi með tilliti til stefnumörkunar og notkunar í kennaramenntun, og fræðilegt gildi í umræðu um kennsluaðferðir og flokkun þeirra.

Examining Student Classroom Engagement in Flipped and Non-Flipped Counselor Education Courses

Examining Student Classroom Engagement in Flipped and Non-Flipped Counselor Education Courses

An analysis on the qualities of school life and classroom engagement levels of students

This research explored the relationship between the pre-service teachers’ quality of university life and students’ engagement with classroom activities. The sample of the study consisted of 789 students enrolling teacher education programmes in 7 different Turkish state universities in 7 different regions in Turkey. To investigate student level of engagement with classroom activities, the Student Classroom Engagement Scale ( SCES ) developed by Nayir (2015) was used. To explore students’ Quality of School life, scale of Quality of School life developed by Yilmaz and Cokluk-Bokeoglu (2006) was used. Canonic correlation analysis was run through Statistical Package for the Social Sciences (SPSS) 21 programme by writing syntax to analyse data. It was found that there was a correlation between the quality of the school life of the students participating in the research, and their classroom engagement levels. It was found that the sub-dimensions of satisfaction with faculty, satisfaction with instructors and class atmosphere, and satisfaction with relations to student, which are available in the school life data set of the students, had a positive correlation with the sub-dimensions of rebellion engagement and ritual engagement available in the classroom engagement data set; whereas the sub-dimension of authentic engagement had a negative correlation. Keywords: canonic correlation analysis; qualities of school life; student classroom engagement

What Does an Engineer Do? Conceptual Changes and Effects of Fellow Engagement on Middle School Students Involved in a GK-12 Program

This study investigates students’ conceptions of engineering at the beginning and end of their involvement in a National Science Foundation funded Graduate STEM Fellows in K-12 Education (GK-12) program. It examines whether students involved in the program exhibited greater conceptions of engineering from beginning to end, whether differences exist among males and females, and if students’ engagement and satisfaction with their Fellows affects growth in conceptions of engineering. Pre-survey and post-survey data were collected annually over four years from 1,522 participants in grades 7 and 8 who had a GK-12 Fellow. Statistical analyses indicated students gained significantly in their conceptions of engineering during a year of GK-12 involvement. Those with a second year benefitted more, and the initial conception of engineering gap that occurred between males and females was closed by the end of students’ involvement in GK-12. The greater the degree of student engagement and satisfaction with their GK-12 Fellows, the more accurate were their conceptions of engineering. This study suggests STEM-focused partnership programs may positively affect students’ career conceptions, and there is value in value placing resident scientists who can facilitate student engagement in classrooms. Recommendations to program coordinators are provided.

KARATEKİN ÜNİVERSİTESİ ÖĞRENCİLERİNİN AKADEMİK HİZMETLERE İLİŞKİN MEMNUNİYET DÜZEYİ İLE DERSE KATILIM DÜZEYİ ARASINDAKİ İLİŞKİ

The purpose of this study is to examine the relationship between satisfaction level of students at Cankri Karatekin University with respect to academic services and student engagement level in 2017 - 2018 academic year. This study was planned in the correlational survey model. The target population of the study consists of 5611 undergraduate students attending 6 faculties of Cankiri Karatekin University in 2017-2018 academic year. The data of the research was collected by using the scale of Academic Services and Relations and Academic Counseling and Guidance subscales of Hacettepe University Expectation and Satisfaction Questionnaire developed by Ekinci and Burgaz (2007) and Student Classroom Engagement Scale developed by Nayir (2015). In order to analyze data frequency, percentage, arithmetic mean, standard deviation, t-test, ANOVA, Kruskall Wallis test and correlation test were used. Research findings indicate that student have less satisfaction level with academic services and relationships, and academic counseling and guidance services. Students demonstrated more authentic level of engagement at classroom. There is a low level relationship between the satisfaction level of students with academic services and relationships and academic counseling and guidance services and the level of engagement at calssroom. The opinions of the students are significantly difference according to gender, faculty and class variables.