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Journal articles on the topic 'Student Engagement -Making'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Al-Zahrani, Abdulrahman M., and Talal Alasmari. "Learning Analytics for Data-Driven Decision Making." International Journal of Online Pedagogy and Course Design 13, no. 1 (2023): 1–18. http://dx.doi.org/10.4018/ijopcd.331751.

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This study examines the use of learning analytics to enhance instructional personalization and student engagement in online higher education. The research focuses on the engagement levels of students based on different access methods (mobile and non-mobile), the relationships among engagement indicators, and the strategies for instructional personalization. Quantitative research methodology is employed to analyse and measure students' engagement levels. The findings indicate that students using non-mobile devices exhibit higher engagement in terms of average minutes, item accesses, and content

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McGowan, Wayne S., and Lee Partridge. "Student Engagement and Making Community Happen." Educational Philosophy and Theory 46, no. 3 (2013): 237–54. http://dx.doi.org/10.1111/j.1469-5812.2011.00815.x.

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Çali, Megi, Loren Lazimi, and Beatrice Maria Luna Ippoliti. "Relationship between student engagement and academic performance." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2211–18. https://doi.org/10.11591/ijere.v13i4.28710.

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This research aims to investigate the impact of student engagement on academic performance. Using a sample of 196 students from the University of Tirana, Faculty of Economics, we used multiple regression to assess the effect of behavioral engagement, cognitive engagement, and emotional engagement on student’s performance. The results of the engagement model created using three constructs show a correlation between overall student engagement and academic performance. In this study, we identified that behavioral engagement was the only significant factor for academic performance, while the

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Fransén, Lina, Victor Hellgren, Magnus Mortensen, et al. "Culture of engagement." International Journal for Students as Partners 8, no. 1 (2024): 144–61. http://dx.doi.org/10.15173/ijsap.v8i1.5531.

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Students can influence their education through evaluations and as representatives in university decision-making bodies. A way to give them more power is through participation in course development as equal partners. In this study, the relationship between the outcome of a student-teacher partnership and a culture of student influence and engagement is explored. This is done through specifically targeting examination, an area where formal power rests far away from the actual partnership. The partnership outcome was evaluated through post-project surveys and group interviews, together with post-

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Onabadejo, Dr Juliet, and Richard Camacho. "Student Engagement in Concept Mapping." Imagining SoTL 2, no. 1 (2022): 39–52. http://dx.doi.org/10.29173/isotl598.

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Student engagement has been an important discourse in higher education, and researchers have determined that engagement in educational activities is vital for student retention. Retaining students in learning is crucial in a stressful healthcare environment, hence the need to identify the associated engagement factors. Concept mapping offers students a realistic venue for critical thinking, clinical reasoning, and engagement in educational activities. Building on the results obtained from a basic qualitative study where, interviews and journals were analyzed, we examined the theoretical basis

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Clandinin, Jean. "Commentary: Narrative Conceptualizations of Student Engagement." LEARNing Landscapes 1, no. 1 (2007): 19–25. http://dx.doi.org/10.36510/learnland.v1i1.234.

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This commentary explores what it might mean to conceptualize student engagement narratively, that is, by conceptualizing it in terms of the curricula that children and teachers are living out in classrooms. It draws on recent school-based narrative inquiries and earlier theoretical work on curriculum making as negotiating a curriculum of lives. Thinking narratively about student engagement puts lives at the centre of curriculum making and calls forward questions about educators’ purposes and intentions in schools.

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Al-Dmour, Hani, Rand Al-Dmour, Yazeed Al-Dmour, and Ahmed Al-Dmour. "Transforming international student recruitment." Journal of International Students 15, no. 8 (2025): 25–52. https://doi.org/10.32674/m2fmc286.

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In this study, we examine the role of AI-driven marketing in international student recruitment, focusing on how perceived usefulness, trust, and personalization influence decision-making. Grounded in the Technology Acceptance Model (TAM), the Trust-Based Decision-Making Model, and the Personalization‒Privacy Paradox, we studied how AI-powered recruitment tools—such as chatbots, predictive analytics, and personalized content—impact student engagement and enrollment intentions. Based on the responses from 350 prospective international students, the findings indicate that AI-driven marketing enha

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Albert, Lillie R., Gail Mayotte, and Sheila Cutler Sohn. "Making Observations Interactive." Mathematics Teaching in the Middle School 7, no. 7 (2002): 396–401. http://dx.doi.org/10.5951/mtms.7.7.0396.

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This article focuses on a yearlong collaborative project to study the role of interactive observational assessment in student learning of mathematical concepts. Interactive observational assessment is a pedagogical approach that invites engagement between teacher and student through written dialogue to help students develop their understanding of mathematics. Students are engaged in a mathematical problem while the teacher circulates among them to observe and make note of their work. Rather than nod and say, “Yes, you have it” or tell the students that they “have not found the solution yet,” t

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Beniston, Jane, and Deborah Harris. "To engage or not to engage? That is the question. Students' Perceptions of Engagement at a West Midlands University." Journal of Educational Innovation, Partnership and Change 3, no. 1 (2017): 135. http://dx.doi.org/10.21100/jeipc.v3i1.570.

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As part of the REACT research team, students from Newman University embarked on a two-year research project which set out to explore and compare how the concept of student engagement was perceived by students who were involved in a range of undergraduate and postgraduate programmes. The rationale for undertaking the study was with a view to developing a shared understanding of student engagement across the institution, making student engagement more visible across the institution and ensuring that strategies implemented to encourage student engagement were fit for purpose, particularly for the

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Mavers, Diane. "Student text-making as semiotic work." Journal of Early Childhood Literacy 9, no. 2 (2009): 141–55. http://dx.doi.org/10.1177/1468798409105584.

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Semiotic work is principled engagement in the making of meaning. The semiotic work of school-based learning entails interpretation and expression framed by the curriculum and the social practices of the classroom, and realized multimodally in diverse pedagogic interactions and activities. Micro-examination of the relationship between a teacher's multimodally constituted framing of a task and students' responses in drawing and writing on individual dry-wipe whiteboards investigates the resources they selected in order to demonstrate their engagement, to make their texts suited to how they would

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Vaughan, Norman. "Student Engagement and Blended Learning: Making the Assessment Connection." Education Sciences 4, no. 4 (2014): 247–64. http://dx.doi.org/10.3390/educsci4040247.

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Chambers, Gretta. "Commentary: The Genesis of Student Engagement." LEARNing Landscapes 1, no. 1 (2007): 13–18. http://dx.doi.org/10.36510/learnland.v1i1.233.

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The premise here is that learning is the focal point of the student condition and therefore, learners are the principal beneficiaries of any educational process. Considerable effort goes into making allowances for the fact that all students do not learn with the same ease or difficulty and that individual learning paths can be very different. My contention here is that the most important piece in the whole education conundrum is the attitude of learners towards the experience itself and that it is on that attitude in particular that their engagement in the process depends.

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Parveen, Heema, and Kounsar Jan. "Student Engagement- An Assessment and Comparison." RESEARCH REVIEW International Journal of Multidisciplinary 8, no. 7 (2023): 145–51. http://dx.doi.org/10.31305/rrijm.2023.v08.n07.020.

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Though student engagement has earned a considerable attention elsewhere in the world but in India it is still an evolving concept. Engagement as a term is based on the idea of participation, identification and investment. It encompasses all the three behavioral, cognitive and affective components. Every component is equally contributing to the total engagement a student reports in an activity or school. A holistic understanding of student engagement is crucial. Its significance and role in promoting positive and better outcomes is immense, making it extremely essential to be paid special empha

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Nadima, Ismi Syifa, and Abdul Halim. "The Correlation of Student Engagement using Kahoot on Learning Outcomes in Junior High School." Juwara: Jurnal Wawasan dan Aksara 4, no. 2 (2024): 264–74. https://doi.org/10.58740/juwara.v4i2.114.

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This study aims to explore the relationship between the use of Kahoot and student engagement in learning at SMP Negeri 22 Samarinda, focusing on addressing the issue of low student engagement and how Kahoot can potentially enhance it. A correlational quantitative research design was employed, with a randomly selected sample of students from class VII B. Data were collected through both observations and surveys. The findings revealed a significant positive correlation between the use of Kahoot and student engagement, indicating that Kahoot's interactive and gamified features effectively increas

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Çali, Megi, Loren Lazimi, and Beatrice Maria Luna Ippoliti. "Relationship between student engagement and academic performance." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2210. http://dx.doi.org/10.11591/ijere.v13i4.28710.

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<span lang="EN-US">This research aims to investigate the impact of student engagement on academic performance. Using a sample of 196 students from the University of Tirana, Faculty of Economics, we used multiple regression to assess the effect of behavioral engagement, cognitive engagement, and emotional engagement on student’s performance. The results of the engagement model created using three constructs show a correlation between overall student engagement and academic performance. In this study, we identified that behavioral engagement was the only significant factor for academic per

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Akaadom, Bernard Wiafe, and Edem Ahialey. "Making Virtual Discussions Engaging, Effective and Equitable: Reflections from Ghana." American Journal of Smart Technology and Solutions 3, no. 2 (2024): 1–12. http://dx.doi.org/10.54536/ajsts.v3i2.2957.

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This study investigated students’ engagement and perceptions of virtual discussions in Ghanaian higher education. As courses have increasingly moved online due to the COVID-19 pandemic, understanding how to make virtual discussions effective is crucial. However, little research exists on this topic within the African context. This study aimed to address this gap by exploring student engagement and the challenges and/or benefits of virtual discussions according to Ghanaian university students. A questionnaire was administered to 215 undergraduate students at the University of Cape Coast, Ghana,

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Enim, Rejubi Peter, Laura Alzmeter, and Zoltán Rónay. "Participation of Students in all Areas of Governance in Higher Education Institutions in the Light of the Literature – A Systematic Review." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 12, no. 2 (2024): 437–50. http://dx.doi.org/10.23947/2334-8496-2024-12-2-437-450.

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This paper presents a comprehensive methodology for conducting a systematic literature review on student participation in higher education institutions (HEIs), focusing on decision-making, student engagement, and extracurricular activities. Following PRISMA guidelines, the review uses evaluation criteria techniques to ensure the quality and transparency of information critical to the design of the paper. A search strategy utilising key terms across EBSCO and Web of Science databases identified 41 relevant articles. Each article underwent thorough analysis, addressing research inquiries about s

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Onzi, Siraji Hamimu, Wilson Mugizi, Joseph Rwothumio, and Disan Kutesa Mugenyi. "Teaching Approaches and Student Engagement in Secondary Schools in Arua City, Uganda." East African Journal of Education Studies 6, no. 2 (2023): 85–103. http://dx.doi.org/10.37284/eajes.6.2.1235.

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This study examined the relationship between teaching approaches and student engagement in secondary schools in Arua City, Uganda. Specifically, the study examined the relationship between constructivist teaching approaches and behaviourist teaching approaches with student engagement. This study adopted a correlation analysis as the basis for determining whether there was a relationship between the study variables. Data were collected from a sample of 341 students using a self-administered questionnaire. Descriptive statistics and structural equation modelling were used to analyse data. Descri

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Butnari, Nadejda, and Nina Birnaz. "Development of students’ responsibility through the principle of engagement." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(165) (July 2023): 43–47. http://dx.doi.org/10.59295/sum5(165)2023_07.

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The engagement presupposes responsible behavior of students in the training process. Determined as a principle, the engagement derives from critical existentialism thinking, an essential dimension of spiritual intelligence. In the training process, the principle of engagement refers to the creation by the teaching staff of educational contexts in which students will be encouraged to get involved, through the possibility of choice, decision-making and assu-ming responsibility in relation to their choices and decisions taken. In this article, a series of specific strategies are reflected, aimed

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Van den Berghe, Lynn, Isabel B. Tallir, Greet Cardon, Nathalie Aelterman, and Leen Haerens. "Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach." Journal of Sport and Exercise Psychology 37, no. 4 (2015): 353–66. http://dx.doi.org/10.1123/jsep.2014-0150.

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Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers’ need support and whether this relationship is moderated by teachers’ causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students’ (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class

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Morris, Sara R., Hannah M. Elsinghorst, and Susan M. Aronica. "Making the Most of Science Seminars." American Biology Teacher 81, no. 8 (2019): 585–88. http://dx.doi.org/10.1525/abt.2019.81.8.585.

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Although guest speakers have been a part of our curriculum for several decades, in recent years we have adopted a system that allows us to maximize the benefit of these speakers for our students. We provide learning opportunities before, during, and after a seminar to enhance students' scientific comprehension. Our system begins with students reading peer-reviewed literature relevant to a future seminar. In class, students work cooperatively to answer guided questions about the article, which serves as a basis for a discussion of the article among the entire class. This preparation facilitates

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Junianto, Mahmud, Khoiruddin Bashori, and Nurul Hidayah. "Validitas dan Reliabilitas Skala Student Engagement." Jurnal RAP (Riset Aktual Psikologi Universitas Negeri Padang) 11, no. 2 (2020): 139. http://dx.doi.org/10.24036/rapun.v11i2.109771.

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Research on student engagement has been incrase in recent years. Therefore, to determine the high or low level of student engagement, a valid and reliable measuring instrument is required. This means that the measuring instrument of student engagement must measure only the construct of student engagement reliably and consistently in measurement. The purpose of this research was to test the validity and reliability of the student engagement construct based on Fredrick et al theory. The components of student engagement that are used as a reference for making measuring instruments consist of beha

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Adelia, Trisni, Hasanuddin Hasanuddin, and Amanah Surbakti. "The role of self-concept in student engagement among Muslim students with family support as a mediating variable." INSPIRA: Indonesian Journal of Psychological Research 5, no. 1 (2024): 62–69. http://dx.doi.org/10.32505/inspira.v5i1.8484.

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The learning process is a crucial activity in enhancing the quality of learning outcomes, making the active role of students a significant factor. Family support influences student engagement in their learning at school. The research aims to examine the role of self-concept towards student engagement with family support as a mediating variable. This study utilizes a quantitative method involving data collection through scale completion. The sampling technique used is purposive sampling, where samples are selected based on specific characteristics. The results of this research indicate that sel

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Korkealehto, Kirsi, and Vera Leier. "Facebook for Engagement." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 1 (2021): 1–20. http://dx.doi.org/10.4018/ijcallt.2021010101.

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This research presents a virtual exchange project between two tertiary institutions in New Zealand and Finland with 26 participants who were intermediate German language students. During the project, the students used a closed Facebook group to post about given topics; the posts combined video, audio, and text that adhered to multimodal meaning-making theory. The theoretical framework was task-based language teaching underpinned by the notion of engagement, social media in language learning, and telecollaboration. Language learning was viewed through a socio-cultural lens. A mixed-methods appr

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Falah, Irfan Fajrul, Yanuarti Apsari, Rita Kusumah, Asep Usamah, and Agatha Kristi Pramudika Sari. "Input and Output-Based Activities to Engage Primary School Students in Learning English." Journal of Lifestyle and SDGs Review 5, no. 3 (2025): e05562. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n03.pe05562.

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Objectives: Student engagement is a crucial factor in successful learning. This study aims to investigate the impact of integrating input- and output-based activities on student engagement in learning English. It explores students' perceptions of these activities and identifies the challenges they face, particularly in relation to emotional and psychological factors. The research focuses on primary school students, an area that has received limited attention in previous engagement studies. Methods: A mixed-methods approach was employed, involving 28 primary school students. Quantitative data w

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Reid, Robin Elizabeth. "Place Based Tourism Curriculum: making connections to community."." Collected Essays on Learning and Teaching 7, no. 2 (2014): 135. http://dx.doi.org/10.22329/celt.v7i2.4005.

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Drawing from a research project with the Thompson Rivers University (TRU) and from place based curriculum and literature, this paper explores the effectiveness of a student-created half hour walking tour and postcard assignment as a way of deepening student engagement with course content and the local community. The project was designed to engage travelers and locals in the Kamloops landscape. This paper explores how the project was able to extend the learning community beyond the parameters of the university and bring both international and domestic students into public space and onto the loc

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Padilla-Petry, Paulo, and Jennifer A. Vadeboncoeur. "Students’ Perspectives on Engagement, Learning, and Pedagogy: Self-Evaluations of University Students in Spain." SAGE Open 10, no. 2 (2020): 215824402092406. http://dx.doi.org/10.1177/2158244020924063.

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Student engagement in higher education has been studied from different theoretical perspectives and in different countries. Current issues include both concerns regarding students’ attitudes and ambivalence and, in addition, the definition of the concept of student engagement and how various pedagogical approaches may contribute to contrasting definitions. The present study thematically analyzed self-evaluations of 46 students attending two pedagogy courses of the University of Barcelona; both courses included lectures and discussions. Special attention was given to how participants described

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Oliva, Aileen E., and Susana C. Bautista. "Master Teachers’ Instructional Leadership. Teachers’ Pedagogical Skills, and Students’ Learning Engagement." International Journal of Multidisciplinary Research and Growth Evaluation 6, no. 2 (2025): 1396–405. https://doi.org/10.54660/.ijmrge.2025.6.2.1396-1405.

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This study explored the dimensions of educational effectiveness within public schools by assessing master teachers’ instructional leadership, teachers’ pedagogical skills, and students’ learning engagement. Specifically, it examined the relationships among these variables and determined their predictive influence on student engagement. The study employed a quantitative research design, utilizing descriptive and correlational analyses. Data were collected through survey questionnaires administered to master teachers, teachers, and students in public schools. Pearson’s correlation and regression

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Soughati, Najemeddin, Kaoutar El Hadi, and Avazbakiyeva Flyura. "Technopedagogical Making Workshop and Writing / Programming." XLinguae 18, no. 1 (2025): 153–69. https://doi.org/10.18355/xl.2025.18.01.12.

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This article explores the impact of technopedagogical workshops, specifically the use of Scratch software, on the writing skill in French of Moroccan middle school students. Written production, while fundamental in the school curriculum, presents major challenges, especially regarding motivation and competency. The authors implemented writing and programming workshops to encourage active student participation in their written tasks. The article focuses on writing skill assessment. It highlights that the use of digital tools, such as Scratch, can enhance students' skills and involvement by fost

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Mayers, Rebecca Fallon, Austin W. Wilson, and Luke R. Potwarka. "Moderating Effects of Campus Recreation Participation in the Relationship between Grade Point Average and First-Year Student Engagement: An Exploratory Study." Recreational Sports Journal 41, no. 2 (2017): 101–10. http://dx.doi.org/10.1123/rsj.2016-0021.

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Health and student success outcomes are often thought to be associated with campus recreation participation. Thus, decision makers at the university level are interested in the relationship between campus recreation participation, grade point average (GPA), and student engagement. Previous research has called for a clearer understanding of how campus recreation is meaningful for first-year university students and its potential influences on GPA. This study explored the influence of first-year students' campus recreation participation, GPA, and facets of student engagement. First-year universit

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Yan, Pich, Ratha Chea, and Chea Sopheaktra. "Factors Contributing to High School Students' Academic-Cognitive Engagement: Studying in Northwest Province, Cambodia." European Journal of Arts, Humanities and Social Sciences 1, no. 6 (2024): 180–92. https://doi.org/10.59324/ejahss.2024.1(6).19.

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This study examined different factors influencing high school students’ learning in Battambang, Cambodia. The respondents were 290 students (118 males and 172 females). Data was collected from various factors relating to the student's Academic-cognitive engagement impacted by Psychological engagement, Self-efficacy, and Teacher-student involvement. The data has been analyzed at four levels: (a) Excel for entering data (b) SPSS to rescue and remove the data and to check scales’ reliabilities, using the Cronbach Alpha Coefficient; (c) M<em>plus</em> for analyzing correlations between

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Weeks, Andrea, Beverly Bachman, Sarah Josway, Brittany North, and Mirian T. N. Tsuchiya. "Making Microscopy Motivating, Memorable, & Manageable for Undergraduate Students with Digital Imaging Laboratories." American Biology Teacher 75, no. 8 (2013): 578–81. http://dx.doi.org/10.1525/abt.2013.75.8.10.

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Microscopy and precise observation are essential skills that are challenging to teach effectively to large numbers of undergraduate biology students. We implemented student-driven digital imaging assignments for microscopy in a large-enrollment laboratory for organismal biology. We detail how we promoted student engagement with the material and how we assessed student learning in both formative and summative formats using digital images. Students worked in pairs to collect over 60 digital images of their microscopic observations over the semester and then individually created electronic portfo

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Armas, Muh Fakhrul, Murni Mahmud, Maemuna Muhayyang, and Muh Tahir. "HOW PROJECT-BASED LEARNING SHAPES STUDENTS’ AGENTIC ENGAGEMENT IN EFL CLASSROOM: A MIXED METHODS APPROACH." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 7, no. 1 (2025): 193–203. https://doi.org/10.52208/klasikal.v7i1.1276.

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Student engagement is crucial for successful learning experiences, encompassing behavioral, cognitive, emotional, and agentic dimensions. In English as a Foreign Language (EFL) learning, engagement directly impacts motivation, language acquisition, and academic performance. Among these, agentic engagement—where students actively control their learning—emerges as a critical yet often overlooked area. This study explores the impact of project-based learning (PjBL) on agentic engagement in EFL classrooms at MAN 1 Soppeng, Indonesia. Using a mixed-methods approach, the research reveals that PjBL s

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Francis, Raymond W. "Engaged: Making Large Classes Feel Small Through Blended Learning Instructional Strategies That Promote Increased Student Performance." Journal of College Teaching & Learning (TLC) 9, no. 2 (2012): 147–52. http://dx.doi.org/10.19030/tlc.v9i2.6910.

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It is not enough to be great at sharing information in a large classroom setting. To be an effective teacher you must be able to meaningfully engage your students with their peers and with the content. And you must do this regardless of class size or content. The issues of teaching effectively in large classroom settings have presented ongoing problems with enormous implications for both student learning and faculty performance. Issues about student engagement with the content, peers, and faculty persistently are discussed with little change in practice. However, the effective infusion of tech

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Indra, Muhammad Halfi, Sutarto Sutarto, Muhammad Kharizmi, Ai Siti Nurmiati, and Anto Susanto. "Optimizing the Potential of Technology-Based Learning Increases Student Engagement." al-fikrah: Jurnal Manajemen Pendidikan 11, no. 2 (2023): 233. http://dx.doi.org/10.31958/jaf.v11i2.10554.

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Technology-based education has developed rapidly in recent years. The use of technology in learning environments provides an excellent opportunity to increase student engagement, enhance their learning experience and prepare them for the demands of an ever-changing digital world. The aim of this paper is to explore the potential of technology-based learning to increase student engagement. First, this article presents various technology tools and platforms that can be used for learning. In an age dominated by digital devices, there are many tools and apps that can help create engaging and inter

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Leskaj, Etleva, Rudina Lipi, and Zyrina Gjelaj. "The Impact of Student Participation in University Decision-Making: Insights from the University of Tirana." Journal of Educational and Social Research 15, no. 4 (2025): 175. https://doi.org/10.36941/jesr-2025-0130.

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This study investigates the impact of student participation in decision-making processes at public universities in Albania, with a particular focus on the Faculty of Economics and Social Sciences at the University of Tirana. The primary objective is to assess the extent of student involvement in university governance and examine its influence on leadership, student satisfaction, and academic performance. The study aims to evaluate the level of student participation, analyze student perceptions of their involvement, and explore the correlation between this involvement and academic and instituti

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VARSHA, SEELAM SAI. "College Resource Chatbot – Enhancing Student Engagement and Accessibility." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 01 (2025): 1–9. https://doi.org/10.55041/ijsrem41076.

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The "College Resource Chatbot – Enhancing Student Engagement and Accessibility" is an innovative solution designed to address the growing need for immediate and comprehensive access to college resources. The chatbot enhances student engagement by offering personalized assistance and ensuring 24/7 accessibility to information. This project explores the development, implementation, and benefits of such a system, highlighting its potential to bridge communication gaps, increase student involvement, and make campus resources more readily available to a diverse student body. This chatbot enables st

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Nugroho, Imam Setyo, Eny Kusumawati, and Diana Dewi Wahyuningsih. "Student engagement during pandemic COVID-19 and its implications for guidance and counseling." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 8, no. 2 (2021): 135–44. http://dx.doi.org/10.24042/kons.v8i2.8778.

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Student engagement is a condition of the extent to which students play an active role in the learning process by focusing on time, energy, mind, effort, feelings and making it happen in action to complete their academic tasks completely. This study aims to explore and find out the level of student engagement in the Covid-19 pandemic period seen from gender differences and the school level. Quantitative descriptive research with this survey design involves 469 students, 245 students of the junior high school, and 224 senior high school students chosen using a stratified random sampling proporti

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McFaul, Susannah. "International Students’ Social Network: Network Mapping to Gage Friendship Formation and Student Engagement on Campus." Journal of International Students 6, no. 1 (2016): 1–13. http://dx.doi.org/10.32674/jis.v6i1.393.

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Addressing the importance of international student engagement on campus and creating friendships with host-country nationals during their time abroad, this small-scale study explores the question of, “Are there trends in how or through what means international students are making connections with co-national, multi-national, or host-national students?” Semistructured, qualitative interviews, data collection, social network analysis and a data-representative social network diagram were used to explore this question. Understanding these trends can help with developing student programming that en

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R. Sinuhin, Alden. "Perceived Teacher Affective Support and Cognitive and Psychological Engagement among STEM Students in Distance Learning." International Multidisciplinary Research Journal 4, no. 2 (2022): 1–7. http://dx.doi.org/10.54476/3832251.

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Teacher affective support and student engagement are both fundamental to making the educative process meaningful in distance learning environments. This study assessed the levels of perceived teacher affective support and cognitive and psychological engagements among Science, Technology, Engineering, and Mathematics (STEM) students enrolled in online, modular, and blended distance learning modalities. The study also examined the relationship between the respondents’ perceived teacher affective support and cognitive and psychological engagement. Descriptive research design and correlational met

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R. Sinuhin, Alden. "Perceived Teacher Affective Support and Cognitive and Psychological Engagement among STEM Students in Distance Learning." International Multidisciplinary Research Journal 4, no. 2 (2022): 1–7. http://dx.doi.org/10.54476/iimrj45.

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Teacher affective support and student engagement are both fundamental to making the educative process meaningful in distance learning environments. This study assessed the levels of perceived teacher affective support and cognitive and psychological engagements among Science, Technology, Engineering, and Mathematics (STEM) students enrolled in online, modular, and blended distance learning modalities. The study also examined the relationship between the respondents’ perceived teacher affective support and cognitive and psychological engagement. Descriptive research design and correlational met

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Noel, P. Agustin, MIGUEL P. DIAZ ADRIAN, C. DELA CRUZ ANGELYN, and J. DUPLON JIREH. "Assessment of Leadership Styles and Engagement of Local Student Government." International Journal of Innovative Science and Research Technology (IJISRT) 9, no. 12 (2025): 2363–84. https://doi.org/10.5281/zenodo.14603640.

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Each educational institution in the Philippines has student leaders involved in various extra-curricular activities, including councils and governments. The Local Student Government (LSG) provides a platform for students to develop leadership skills and participate in decision-making processes. Leadership is crucial for organizational success, with different styles such as autocratic, democratic, transactional, transformational, and laissez-faire impacting team morale and effectiveness. Identifying the optimal leadership styles for LSGs that can impact the student government effectiveness, mem

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French, Sarah, Signe Ravn, Elena Balcaite, and Eibhlis Moore. "Understanding students’ views on the efficacy of video technology to promote engagement in higher education." Pacific Journal of Technology Enhanced Learning 1, no. 2 (2023): 1–14. http://dx.doi.org/10.24135/pjtel.v1i2.172.

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This article examines student engagement with video technology in a large undergraduate university subject. Drawing on a mixed methods study that included a survey and focus groups with students, we analyse students’ experiences with and perspectives on the videos to gain insights into their effectiveness in supporting student engagement and learning. By analysing engagement along three distinct, yet interconnected, dimensions – cognitive, behavioural and affective – our study highlights differences in the ways in which students engage with videos as one key form of technology enhanced learnin

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Erbaggio, Pierluigi, Sangeetha Gopalakrishnan, Sandra Hobbs, and Haiyong Liu. "Enhancing Student Engagement through Online Authentic Materials." IALLT Journal of Language Learning Technologies 42, no. 2 (2012): 27–51. http://dx.doi.org/10.17161/iallt.v42i2.8511.

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Students exposed to authentic materials in the foreign languageclassroom are better able to process foreign language input in real-lifesituations and have a more positive attitude towards learning theforeign culture. However, exposure to authentic materials can alsoresult in reactions of anxiety and frustration on the part of the foreignlanguage learner. By providing access to authentic content online, thepedagogical benefits of the use of authentic material can be maximized,while some of the drawbacks inherent in such use can be mitigated. Inthis article, we discuss how the use of online tech

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Ogunsakin, Ropo E., Sibusiso Moyo, Oludayo, O. Olugbara, and Connie Israel. "Relating Student Engagement Indicators to Academic Performance Using Multiple Correspondence Analysis." Cybernetics and Information Technologies 21, no. 1 (2021): 87–102. http://dx.doi.org/10.2478/cait-2021-0007.

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Abstract Student engagement is an essential device for deepening learning, achieving learning outcomes, developing competencies, and improving academic performance in education settings. It is widely receiving increased attention among various scholars and higher education leaders. However, there are increasing concerns about the academic performance of students in higher education settings. The application of statistical data analytics for mining student engagement datasets is a candidate strategy for discovering essential indicators associated with academic performance. However, widely used

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Lashewicz, Bonnie, Jenny McGrath, and Maria Smyth. "Mask Making in Human Services Education: A Case for Student Engagement." Journal of Teaching in Social Work 34, no. 2 (2014): 182–98. http://dx.doi.org/10.1080/08841233.2014.897298.

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Utami, Rany Aprilia, and Farida Kurniawati. "Agentic Engagement in Education: A Systematic Review of its Characteristics, Factors, and Impacts (2011–2024)." KONSELOR 13, no. 4 (2024): 307–26. https://doi.org/10.24036/02024134104-0-86.

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This systematic literature review examines the concept of agentic engagement, a form of proactive student involvement in learning defined by self-directed behaviours such as expressing preferences, seeking clarifications, and actively shaping the instructional environment. Previous research on engagement has predominantly focused on behavioural, emotional, and cognitive dimensions, making agentic engagement—which was introduced in 2011—a novel branch in the study of student engagement. Consequently, this review analyses studies published between 2011 and 2024, sourced from five major databases

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Guo, Shujuan. "Implementation of Immersive Virtual Reality Games and Learning Engagement for Selected Mathematical Concepts among Middle School Students in Ganzhou City, China." International Journal of Social Science and Human Research 07, no. 06 (2024): 4395–99. https://doi.org/10.5281/zenodo.12579129.

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This study investigates the impact of immersive virtual reality (VR) on the learning engagement of students in selected mathematical concepts. A pretest-posttest design was employed to assess the cognitive, behavioral, and affective engagement levels of the respondents before and after the implementation of VR. The pretest results indicated moderate levels of engagement across all dimensions, with notable areas for improvement in attentiveness, collaborative skills, and satisfaction with progress. Following the implementation of immersive VR, significant improvements were observed in all engag

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Castleman, Benjamin L., and Lindsay C. Page. "Parental Influences on Postsecondary Decision Making: Evidence From a Text Messaging Experiment." Educational Evaluation and Policy Analysis 39, no. 2 (2017): 361–77. http://dx.doi.org/10.3102/0162373716687393.

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Research increasingly points to the importance of parental engagement in children’s education. Yet, little research has investigated whether prompting parents to be more involved in college processes improves student outcomes. We investigate experimentally whether providing both students and their parents with personalized outreach about tasks students need to complete to enroll in college leads to improved college enrollment outcomes relative to providing outreach to students only. We utilize text messaging to provide information and advising to students and parents. Across treatment arms, th

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Baker, Courtney K., and Margret Hjalmarson. "Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences." International Journal of Web-Based Learning and Teaching Technologies 14, no. 1 (2019): 1–16. http://dx.doi.org/10.4018/ijwltt.2019010101.

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This article brings together the results of a self-study conducted by two instructors of the same course for mathematics teacher leaders in a synchronous online learning environment using the videoconferencing tool Blackboard Collaborate. The combined self-study focused on the authors' instructional decision-making and on their use of scaffolded discourse to create a collaborative learning environment for teacher leaders in mathematics education. Findings indicate that two specific interactions were emphasized to highlight student engagement within the course: student-student interactions and

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