Student Engagement and Student Learning: Testing the Linkages*

This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted of 1058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many measures of student engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although most of the relationships were weak in strength. The results suggest that the lowest-ability students benefit more from engagement than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain institutions more effectively convert student engagement into higher performance on critical thinking tests. *A version of this paper was presented at the annual meeting of the American Educational Research Association, San Diego, April 2004.     

Contextual Factors Influencing Student Absenteeism at a Higher Education Institution in South Africa

Student absenteeism at higher education institutions (HEIs) is a cause for concern as it has implications for students’ academic performance and therefore graduation rates. Graduation rates to some extent influence funding to which universities are entitled. This study aimed to establish the contextual factors that influenced student absenteeism at the Durban University of Technology (DUT), South Africa. A cross-sectional, quantitative study was conducted amongst 140 students in a single discipline in the management cluster. First-year students were found to have a greater tendency to be late for the first period (08:00) than second-year or third-year students. Furthermore, the students chose to absent themselves from class to study for tests; complete assignments; or engage in group work. The majority of the students absented themselves from classes on the day before a test as well as on the day of the test. The recommendations that emanated include the need to dedicate time for testing, during which no lectures are scheduled and to plan the timetable so that first-year lectures start in the second period (09:00).     

Students’ perceptions of the role of assessments at higher education

The quality assessment agency higher education review noted that assessment and feedback in higher education still remains an area of concern for students. Despite this, very little research has been carried out to assess students’ experience of assessments. The evidence for what factors within assessments actually contribute to student engagement is not fully understood and more research is required. This research was a qualitative study comprising of three focus groups. The student participants were 4 male and 19 female undergraduate psychology students. The data was analysed using experiential inductive thematic analysis. Two themes were identified as effecting student learning. The first was teaching factors which included two subthemes: timeliness and type of assessment. The second theme was student factors which included two subthemes: academic maturity and emotions. These themes were found to be mediated by the relationship between tutors and students. The outcome relates to previous research while also providing a better understanding into the role personal qualities and emotional factors have on learner engagement. Strategies to promote academic maturity and reduce stress and fear in students could foster a more constructive approach to learning.     

Achievement Motivation Goals in Relation to Academic Performance in Traditional and Nontraditional College Students

This study extended Dweck's model of achievement motivation to the collegiate level, and it is the first to apply this model to nontraditional students. We examined the relationship between goal orientations and academic performance in 262 undergraduate students grouped by nontraditional vs. traditional status. Although both groups rated themselves higher on learning goals than on performance goals, non-traditional students endorsed learning goals even more strongly than their traditional peers. Goal orientations were a better predictor of academic success than student status. Consistent with Dweck's model, a learning goal orientation was positively related to successful academic performance for both groups. The relationship between performance goals and academic success was less straightforward, but students who rated both goal orientations as relatively weak had the lowest cumulative GPAs. Traditional and nontraditional students differed on variables that were inversely related to academic performance. Less successful traditional students endorsed irrational beliefs (a possible index of learned helplessness), while less successful nontraditional students worked more hours at a paid job.     

Student learning in higher education: a path analysis of academic achievement in science

Learning outcomes in higher education are of considerable interest to students, teaching staff, researchers, tertiary education institutions and funding authorities. To improve the quality of learning outcomes may require a better understanding of what happens in the learning process from the perspective of the learner. This study makes use of a number of current instruments for the evaluation of student learning to explore aspects of learning outcomes in terms of academic achievement. The students evaluated were either in their first year of study (N=194) or in the third year of their course (N=118). A causal mode of learning outcomes was developed for each group and evaluated using the PLSPATH program to explore the impact of student‐related causative factors. A number of these factors were shown to have a direct effect on student academic achievement, as measured by annual grade point average (GPA), with some consistency across two year‐levels. The most important factor in predicting academic performance for both groups was students' prior academic performance. Approaches to learning and English language skills were also shown to have some predictive value. Students' metacognitive skills and self‐efficacy, though showing strong inter‐relationships with other factors, did not show a direct effect on academic achievement.     

Student use of PeerWise: A multi-institutional,multidisciplinary evaluation

This study explores the relationship between engagement with an online, free-to-use question-generation application (PeerWise) and student achievement. Using PeerWise, students can create and answer multiple-choice questions and can provide feedback to the question authors on question quality. This provides further scope for students to engage in discussion about the question with their peers. Data on PeerWise use and examination performance were collected from over 3000 students across six large undergraduate courses (in physics, chemistry and biology) over three academic years in three research-intensive UK universities. A reliable and valid measure of overall PeerWise activity was created and a multilevel model developed describing the relationship between PeerWise activity and student performance in end of course examinations. Using this approach, a significant positive association was found between students’ engagement with PeerWise and their academic attainment in end of course exams, even controlling for prior ability. The implications of these findings for educators are discussed.     

Monitoring Trends in Student Satisfaction

Over the last decade, the assessment of student experience has gained significant prominence in Australian higher education. Universities conduct internal surveys in order to identify which of their services students rate higher or lower on importance and performance. Thus, institutions can promote highly performing areas and work on those needing improvement, while students are given an opportunity to influence decision-making in both academic and non-academic spheres of campus life. National student surveys conducted by the government aim to maintain quality assurance in the sector, benchmark outcomes, and, in some cases, reward better performing institutions. This paper outlines the findings of a study which monitored the entire student experience in a large metropolitan multi-campus university during 2005–2011. A specially designed biennial survey was repeated across the years, and completed over the period by 10,562 students from all key cohorts. This paper discusses the trends in perceived importance and performance of various university services and key issues the university has been addressing in order to enhance student experience. It concludes that: (a) the time series data provide a powerful lens into the university’s strategies, initiatives and actions which worked well and those needing further effort or adjustment; (b) it is the total experience of the university that shapes students’ judgements, not just what happens in the classroom; and (c) taking a systematic approach to student feedback, and acting on the results in a timely manner, can significantly improve student engagement and satisfaction.     

Faculty do Matter: The Role of College Faculty in Student Learning and Engagement

This study uses two national data sets to explore the relationship between faculty practices and student engagement. Our findings suggest that students report higher levels of engagement and learning at institutions where faculty members use active and collaborative learning techniques, engage students in experiences, emphasize higher-order cognitive activities in the classroom, interact with students, challenge students academically, and value enriching educational experiences.     

高校内部质量保证工作:研究生评教

外国高等学校通常根据本校的使命和愿景以及由此得出的教育质量目标,提出研究生导师的教学质量准则和对研究生的学习质量要求。在教学过程中定期由研究生对导师进行评教,又由导师对研究生进行评学,以确保教与学都能保持应有的水准和质量,并不断提高。     

工科专业本科生学习性投入的性别差异分析

本研究使用华中地区一所理工科院校的调查数据,分析工科专业本科生在学习性投入和学业收获中存在的性别差异,检验工科专业本科生学习性投入对其学业收获的影响是否因性别而存在不同。研究发现：工科专业女生在学习努力程度、课外拓展学习、学习意义感、学习动力及感知到的学术环境和人际关系等因素上均显著高于男生,但在生师交流互动、专业兴趣上显著低于男生;工科专业女生在校期间学习性投入程度更高,学习成绩更好,但对自我学习收获的评价相对较低;学习性投入各因素对工科专业男女生学业收获的正向促进作用也有所不同。对此,本文提出工程教育改革应重视工科专业女生的专业自信心和归属感的建立,以消除单一的男性主导的工科学习环境对女生学习及发展的潜在影响。     

Supporting Student Learning through Instructional Videos in Business Statistics

While statistics is an essential topic for business students, many students experience barriers to successful learning due to anxiety, motivation, or difficulty with quantitative understanding. This research examines the use of online videos with an effort to explore the relationship between student characteristics, video usage, and course performance measures. In addition, the study examines student perceptions of the supplemental resources in an effort to examine the efficacy related to student learning and performance. This study seeks to confirm previous research regarding the benefit of supplemental video resources and extend the knowledge base by understanding the impact for various types of students (e.g., level of course, level of previous academic performance, etc.). The study found that the use of the video resources varies based on students’ previous math performance and the difficulty of the material. Student ratings indicate that the videos were helpful in learning the content and that they provided an important resource when students needed additional tools to master the material. Analysis of the results provides implications for understanding how different students use online videos and offers recommendations for educators and researchers about how to enhance student success in difficult statistics coursework.     

Enhancing Innovative Partnerships: Creating a Change Model for Academic and Student Affairs Collaboration

This study presents the results from a national survey examining a recent innovation in higher education partnerships between academic and student affairs. The focus was on what change process can best assist institutions in moving to this model, which helps increase student learning on campus.     

Cognitive-motivational variables of beginner university students in the first year of adaptation to the European Higher Education Area / Variables cognitivo-motivacionales del alumnado de nuevo ingreso en el primer año de adaptación al Espacio Europeo de Educación Superior

Abstract

Within the European Higher Education Area (EHEA) the student is the main protagonist of the learning process. This means that teachers must be aware of the cognitive-motivational aspects that influence their learning. This study analyses the academic goals, learning strategies and levels of academic engagement shown by university students in their first year of adaptation to the European Higher Education Area, as well as the relationship between these variables. The results indicate that most students are averagely oriented towards learning goals and highly oriented towards achievement goals, regularly use a wide variety of learning strategies, and show average levels of academic engagement. The correlations between some of these variables are positive and significant. Further research needs to be carried out to understand the role played by different variables in constructing quality autonomous learning processes, not only in relation to students, as in the case of this study, but also in relation to teachers, tasks, contexts, and academic institutions, as well as the different interactions between them.     

影响民航大学生数学学习成绩的因素

以中国民航飞行学院飞行技术专业部分学生为研究样本,利用多种统计分析方法对影响大学生数学成绩的因素进行分析,考察教师的教学水平、学生的高考数学成绩等因素对大学数学成绩的影响.结果显示：教师的教学水平与学生的高考数学成绩对大学数学成绩的影响均显著,但高考数学成绩只能解释大学数学成绩12.6%的变异.结论：教师的教学水平与学生的学习能动性对大学数学成绩有良好的促进作用.     

Student use of out-of-class study groups in an introductory undergraduate biology course

Self-formed out-of-class study groups may benefit student learning; however, few researchers have quantified the relationship between study group use and achievement or described changes in study group usage patterns over a semester. We related study group use to performance on content exams, explored patterns of study group use, and qualitatively described student perceptions of study groups. A pre- and posttest were used to measure student content knowledge. Internet-based surveys were used to collect quantitative data on exam performance and qualitative data on study group usage trends and student perceptions of study groups. No relationship was found between gains in content knowledge and study group use. Students who participated in study groups did, however, believe they were beneficial. Four patterns of study group use were identified: students either always (14%) or never (55%) used study groups, tried but quit using them (22%), or utilized study groups only late in the semester (9%). Thematic analysis revealed preconceptions and in-class experiences influence student decisions to utilize study groups. We conclude that students require guidance in the successful use of study groups. Instructors can help students maximize study group success by making students aware of potential group composition problems, helping students choose group members who are compatible, and providing students materials on which to focus their study efforts.     

The effectiveness of learning analytics for identifying at-risk students in higher education

Abstract

In this article we investigate the effectiveness of learning analytics for identifying at-risk students in higher education institutions using data output from an in-situ learning analytics platform. Amongst other things, the platform generates ‘no-engagement’ alerts if students have not engaged with any of the data sources measured for 14 consecutive days. We tested the relationship between these alerts and student outcomes for two cohorts of first-year undergraduate students. We also compared the efficiency of using these alerts to identify students at risk of poorer outcomes with the efficiency of using demographic data, using widening participation status as a case study example. The no-engagement alerts were found to be more efficient at spotting students not progressing and not attaining than demographic data. In order to investigate the efficacy of learning analytics for addressing differential student outcomes for disadvantaged groups, the team also analysed the likelihood of students with widening participation status generating alerts compared with their non-widening participation counterparts. The odds of students with widening participation status generating an alert were on average 43% higher, demonstrating the potential of such a system to preferentially target support at disadvantaged groups without needing to target directly based on immutable factors such as their socio-economic background.     

Student engagement in the educational interface: understanding the mechanisms of student success

Student success and retention continue to be of concern for higher education institutions. Wider participation, combined with lower completion rates for non-traditional students, highlights the need for new ways of understanding the student experience to ground policy and practice. This article provides this insight by drawing together a number of key constructs to refine a recent framework of student engagement. We argue that the transition metaphor, focusing on the first year, is limited because it depicts differences between students and institutions as both transient and temporal. Instead, we use a cultural lens to introduce the educational interface as a metaphor for the individual psychosocial space within which institutional and student factors combine and student engagement in learning occurs. Incorporating the interface into the existing framework of student engagement makes three contributions to our understanding of the student experience. First, the educational interface is a tangible way of representing the complex interactions between students and institutions, and how those interactions influence engagement. Second, the refined framework highlights four specific psychosocial constructs: self-efficacy, emotions, belonging and well-being, which, we contend, are critical mechanisms for mediating the interactions between student and institutional characteristics and student engagement and success. Finally, the refined framework helps to explain why some students with demographic characteristics associated with lower completion rates are retained and do go on to successfully complete their studies, while similar others do not. These three contributions, the interface, the key constructs within it being mediating mechanisms and their explanatory utility, provide focus for the design and implementation of curricula and co-curricular initiatives aimed at enhancing student success and retention, and importantly to evaluate the impact of these interventions.     

Student performance in computing education: an empirical analysis of online learning in programming education environments

The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate to these online exercises is not positively correlated with the exercise points. Yet, our results confirm that doing exercises along supports student learning and skill accumulation equipping them with the knowledge of programming. While the student performance in programming courses is affected by factors such as prior background in programming, cognitive skills and the quality of teaching, completing the course exercises via learning-by-doing is an indispensable part of teaching. Based on the student feedback from the course survey, the students are highly satisfied with using online technologies as part of learning.     

An exploration of school mobility: Risks and protective factors in late elementary

This study explored negative emotional, behavioral, and academic performance outcomes for highly mobile students and potential protective factors. Participants were fourth and fifth-grade students (N = 647, 51% male) from three schools with low socioeconomic status, highly mobile student populations within a large, suburban school district in the midwestern United States. Data were collected through student self-report surveys, teacher-report surveys, and school records. Multilevel moderation analysis tested whether school connectedness (SC) or social and emotional competence (SEC) acted as protective factors for highly mobile students, moderating the effect of school mobility on emotional problems and academic performance. Student mobility was associated with more emotional problems and lower academic performance. In contrast to past research, there was not an association between mobility and behavior problems. Although they did not act as protective factors, SC and SEC were independently associated with fewer emotional problems and stronger reading performance for all students, controlling for mobility. Results build on existing evidence that student mobility has negative effects on emotional and academic outcomes and lend support for interventions focused on enhancing SC and SEC of all students, including those at increased risk due to high mobility.