Keyword: student engagement

ABSTRACT: The academic achievement of secondary students remains a top goal for an increasing number of parents, teachers, administrators, students, and policymakers. This is because students with high academic learning outcomes gain a lot in the long run, including
future admission success in college or university and later in the workforce. As a result, all educational stakeholders must focus on figuring out how to raise student academic achievement. One of the promising avenues to increase academic achievement is student engagement. According to self-determination theory, satisfying a student’s need for relatedness, autonomy, and competence is one of the conditions for raising student engagement. This study, therefore, mainly examined how the classroom environment of student cohesiveness (SC), equity (EQ), teacher support (TS), and teacher autonomy support (TAS) predicts behavioral engagement (BE), cognitive engagement (CE), emotional engagement (EE), and agentic engagement (AE) of students. Data were collected from 305 students (150 males and 155 females) in four purposively selected secondary schools in the Nyamagabe district of Rwanda. The four subscales from the What Is Happening In this Class (WIHIC) questionnaire, the Learning Climate Questionnaire, and the Student Engagement Scale were used to collect data. Data were analyzed using the Mean and SD, multivariate analysis of variance, and regression analyses. Based on the results, the SC, TS, EQ, and TAS were significantly related to all components of student engagement (BE, CE, EE, and AE). There was a significant difference between boys’ and girls’ perceptions of BE and TAS. Gender, SC, and EQ predict BE; TAS predicts CE; EQ and TAS predict EE; and SC, TS, and TAS predict AE. Thus, responding to students’ SC, TS, EQ, and TAS needs is crucial as they can foster student engagement in various aspects.

ABSTRACT: This review addresses the growing integration of technology in education by examining the role of Mentimeter, a student response system (SRS), in enhancing teaching and learning. The study aims to consolidate existing research to provide insights into Mentimeter’s impact on educational practices, identifying both its advantages and limitations and offering guidance for its effective use in diverse learning environments. A systematic review of 40 peer-reviewed studies published between 2010 and 2023 was conducted using thematic analysis. The studies were selected through extensive searches across six electronic databases, employing predefined inclusion and exclusion criteria. Data extraction and analysis focused on identifying recurring themes and patterns related to the use of Mentimeter in various educational settings. The review reveals that Mentimeter enhances student engagement, encourages collaboration, and boosts participation through its interactive and anonymous response features. It supports active learning and facilitates real-time formative assessment, making it a valuable tool for both in-person and online teaching. However, challenges such as technical issues, costs, and the need for training and ethical guidelines were also identified. The findings suggest that integrating Mentimeter into teaching practices can improve learning experiences by bringing interactivity and engagement. Educators are encouraged to explore innovative applications of the tool while addressing its limitations. Future research should focus on its long-term impact, applications in remote and hybrid learning environments, and comparative evaluations with other SRS.

ABSTRACT: Student engagement in higher education is a complex construct that encompasses the active participation, involvement, and investment of students in their learning experiences. However, foreign students, who bring unique cultural, linguistic, and social
backgrounds, face distinct challenges and experiences in adapting to higher education environments. This research aimed to fill a practical research gap by exploring how foreign undergraduate students in Finland perceive student engagement and motivation in higher education. Moreover, it sought to advance the ongoing discussion about student engagement in academia. This inductive research adopted a qualitative research framework and gathered interview data with foreign degree students in Finland. The semi-structured interviews with foreign undergraduate students were analyzed thematically and yielded four primary themes. First is the theme of peer interaction and cultural stereotypes, followed by the second theme, which revolves around integration challenges. The third theme highlights challenges viewed as opportunities, and finally, the theme of institutional support. Moreover, the study contributes to the body of knowledge by providing valuable insights about a group of students that is often marginalized. The article concludes by providing implications for research and practice.

ABSTRACT: Physics education often faces challenges in communicating abstract concepts effectively and maintaining student interest. This study explored the integration of immersive virtual reality (IVR) with game-based learning to improve educational impact and student
engagement. The designed IVR game included the principles of inquiry-based, constructivist, and situated learning. It included four levels that mimicked real-world physics situations, each focusing on a particular physics concept and featuring interactive puzzles. This setup enabled students to progress throughout the game while improving their understanding of abstract concepts. The addition of characters such as guides and opponents enriched the storyline and elevated the immersive experience. The experimental results of 19 participants from four different majors demonstrated positive gaming experiences and an improved understanding of the physics concepts. Most of the participants rated the physics education game highly for its positive impact and participation, showing a significant interest in learning through the IVR platform. In general, 95% of the participants gave the game high ratings for its educational value and overall learning experience. The study highlighted the promise of game-based IVR learning in the advancement of physics education and highlighted ways to increase student motivation and participation.

ABSTRACT: Previous research has suggested that Visual Thinking Strategies (VTS) practices positively impact student performance and if so they may also affect teacher performance. The purpose of this study was to explore VTS on teachers’ perceptions of their general teaching practice. A qualitative, multiple case study was conducted to investigate the experience of teachers using VTS. Eligible teacher participants were identified through the VTS Organization and the Watershed Collaborative. The two cases – teachers practicing VTS in Kindergarten Grade 12 (K-12) setting and teachers practicing in VTS outside of the K-12 setting – were investigated separately and then compared in a crosscase analysis. An analysis of the data indicated that using VTS in teaching relates to a humanistic teaching style. These findings have implications for educators and educational institutions wishing to implement humanistic teaching practices and raise further questions pertaining to VTS and humanistic education practices that might be explored through future research.