Student Engagement In Classroom Research Articles

Cooperative Learning Practices in University Classrooms

Student-centered pedagogy has been widely applied in higher education and it is becoming a major trend of teaching and learning in universities. Cooperative learning is one of the practices that improve learning environments, enhance student learning and thinking, and cultivate student social skills. In this paper, we aim to discuss the advantages of using Cooperative Learning in improving learning efficacy, and evaluate its impact on student learning and classroom engagement. Our study shows that group learning practices, such as spontaneous group activity with Kahoot!TM , group presentation, structured inter-group feedback, and hands-on group activity have all been effective methods in improving student classroom engagement, comprehension and knowledge application, as well as social skills.

Defining Concepts of Student Engagement and Factors Contributing to Their Engagement in Schools

Student engagement has been widely studied and has been linked to success in academic achievement. This paper focuses on contextualizing student engagement in classroom by discussing the different definition based on previous related studies on student engagement. It will answer questions on the different definitions on student engagement have been developed in previous studies and what are the factors contributing to students’ engagement in classrooms. It is found that good engagement is defined by the quality of engagement shown in relation to the kind and context of attachment. Three factors related to a good engagement were identified which are family factor, school factor and peer factor. This paper implies on the need for support from different parties for positive student engagement in schools.

Formative Assessment and Feedback as Predictors of Students’ Engagement

To explore the effects of formative assessment on student engagement in classroom, 60 upper-intermediate level EFL students, were chosen out of a convenience sample of 120, using the Oxford Placement Test and were randomly assigned to experimental and control groups. After the intervention, the students were asked to complete the Student Course Engagement Questionnaire. Independent sample t-test results using SPSS revealed that the difference between the two groups’ engagement scores was statistically significant and that formative assessment and feedback were highly correlated with students’ engagement. Results also indicated that formative assessment and meaningful feedback can facilitate teachers’ efforts to improve student engagement in classroom activities.

Exploring the Benefits of a Collaborative Inquiry Team in Education (CITE) Initiative to Develop a Research Community and Enhance Student Engagement

This study examined a collaborative inquiry process, facilitated by university faculty in an elementary school, intended to develop a research community, foster knowledge mobilization, and enhance student engagement. The Collaborative Inquiry Team in Education (CITE) initiative consisted of five school-based sessions that included videos, discussions, and the completion of a research action plan. Data collection and analysis involved sessions’ transcripts, feedback from participants, documents such as brainstorming charts, and student artifacts. Findings indicate that the collaborative inquiry process with enablers of time, flexibility, and support from university faculty increased educators’ research acumen and student engagement in classrooms. The CITE initiative is an effective example of applied education research and knowledge mobilization with the inclusion of faculty and technological support, innovative resources, and the co-construction of new understandings.

Feelings of Safety at School, Socioemotional Functioning, and Classroom Engagement

PurposeClassroom engagement is a key indicator of student motivation, learning potential, and the eventual probability of persisting to high-school completion. This study investigated whether feeling unsafe at school interferes with classroom engagement and simultaneously considered whether this association is mediated by poorer student well-being in the form of experiencing symptoms of depression and demonstrating aggressive behavior problems. MethodsData were from the Québec Longitudinal Study of Child Development, an ongoing study that began in 1998 with a population-based cohort of 2,120 Quebec 5-month-old infants. Structural equation modeling was used to test the central hypothesis that concurrent youth self-reported feelings of a lack of safety at school are associated with poorer teacher-reported student classroom engagement (at age 13 years) and the mediating role of emotional and behavioral problems. The model controlled for concurrent measures of victimization, the school safety climate, and earlier measures of students' academic adjustment. ResultsThe findings support the central hypothesis that youth who feel safer at school are also more engaged in the classroom (p ≤ .05). Students who felt safer demonstrated less depressive symptoms, but this only partly explained the association between feeling safe and being engaged. ConclusionsIncreasing student feelings of safety at school (e.g., by reducing victimization, improving the overall school and neighborhood safety climate) is likely to represent an effective strategy for promoting classroom engagement. Such interventions could also contribute to future academic achievement and high-school completion and decrease symptoms of mental health problems among youth.

HOẠT ĐỘNG HỌC TẬP CỦA SINH VIÊN DƯỚI GÓC ĐỘ TIẾP CẬN SỰ GẮN KẾT CỦA SINH VIÊN VÀO GIỜ HỌC TRÊN LỚP

HOẠT ĐỘNG HỌC TẬP CỦA SINH VIÊN DƯỚI GÓC ĐỘ TIẾP CẬN SỰ GẮN KẾT CỦA SINH VIÊN VÀO GIỜ HỌC TRÊN LỚP

Assessing the Effects of Instructor Enthusiasm on Classroom Engagement, Learning Goal Orientation, and Academic Self-Efficacy

Enthusiasm is widely regarded as one of the most essential and desirable qualities and characteristics of effective teachers. This study is designed to assess the effects of teacher enthusiasm on student classroom engagement, learning goal orientation, and academic self-efficacy. Participants include 165 college students enrolled in basic communication classes. Results indicate that teacher enthusiasm is an effective predictor of student behavioral, cognitive, and emotional engagement, intrinsic goal orientation, and academic self-efficacy, but it is not a significant predictor of extrinsic goal orientation. Consequently, this study demonstrates the power of teacher enthusiasm in predicting and shaping students' behavior in the classroom.

Race, social class, and student engagement in middle school English classrooms

Student level data on participation in classroom discourse and student effort on assignments in 117 middle school English classrooms are used to investigate the social determinants of student engagement in classroom instruction. Social identity theories of race, social class, and attachment to school, and research in the social psychology of achievement motivation both suggest differential levels of student engagement among diverse student groups. Using multilevel models, the author investigates the relationship between classroom context and students’ levels of engagement. Levels of engagement among black and low SES students are mostly insensitive to classroom context, suggesting there is little collective action directed at fostering anti-school norms among these student groups. However, consistent with research in the social psychology of achievement motivation, students who begin class with weaker reading and writing skills are less likely to be engaged, setting the stage for a cycle of reduced achievement growth.

Are Scanning Minds Dangerous Minds, or Merely Suspicious Minds?

Are Scanning Minds Dangerous Minds, or Merely Suspicious Minds?