This study investigated the relationship between the student-centred pedagogical approach and student engagement at a private university in Western Uganda. The student-centred approach was studied in terms of active learning, contextual learning, motivation of learners and collaborative learning. On the other hand, student engagement was conceptualised in terms of behavioural, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-ad mistered questionnaire and analysed quantitatively. Descriptive analysis showed that students rated their levels of engagement and lecturers use of the student-centred approach as high on all aspects. Regression analysis revealed that the student-centred approaches of active learning, contextual learning, motivation of students and collaborative learning had a positive significant relationship with student engagement. It was concluded that the teacher-centred pedagogical approaches namely; active learning, contextual learning, motivation of students and collaborative learning are imperative for promotion of student engagement. Therefore, it was recommended that university lecturers should promote the use of those approaches when conducting teaching in universities.
| Published in | Education Journal (Volume 10, Issue 5) |
| DOI | 10.11648/j.edu.20211005.14 |
| Page(s) | 193-203 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2021. Published by Science Publishing Group |
Active, Affective, Agentic, Behavioural, Cognitive, Contextual, Collaborative, Motivation, Student-Centred, Student Engagement
| [1] | Alzaghoul, A. F. (2012). The implication of the learning theories on implementing e-learning courses. The Research Bulletin of Jordan ACM, 11 (11), 27-30. |
| [2] | Arjomandi, A., Seufert, J., O'Brien, M., & Anwar, S. (2018). Active teaching strategies and student engagement: A comparison of traditional and non-traditional business students. E-Journal of Business Education and Scholarship of Teaching, 12 (2), 120-140. |
| [3] | Atxurra, C., Villardón-Gallego, L., & Calvete, E. (2015). Design and validation of the cooperative learning application scale (CLAS). Revista de Psicodidáctica, 20 (2), 339-357. doi: 10.1387/RevPsicodidact.11917. |
| [4] | Backer, J. M., Miller, J. L., & Timmer, S. M. (2018). The effects of collaborative grouping on student engagement in middle school students. Retrieved from: https://sophia.stkate. edu/maed/280 |
| [5] | Bakar, R. (2014). The effect of learning motivation on student’s productive competencies in vocational high school, West Sumatra. International Journal of Asian Social Science, 4 (6), 722-732. |
| [6] | Bevans, K., Fitzpatrick, L. A., Sanchez, B., & Forrest, C. B. (2010). Individual and instructional determinants of student engagement in physical education. Journal of Teaching in Physical Education, 29 (4), 399-416. doi: https://doi.org/10. 1123/jtpe.29.4.399. |
| [7] | Bharucha, J. P. (2017). Building Student engagement through collaborative practice in business management education. International Journal of Virtual and Personal Learning Environments, 7 (2), 1-12. |
| [8] | Boateng, P., & Sekyere, F. O. (2018). Exploring In-Service Teachers' Self-Efficacy in the Kindergarten Classrooms in Ghana. International Journal of Instruction, 11 (1), 239-254. |
| [9] | Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. Journal of Interactive Media in Education, 1 (11), 1-14. doi: https://doi.org/10.5334/jime.528. |
| [10] | Cardoso, A. P., Ferreira, M., Abrantes, J. L., Seabra, C., & Costa, C. (2011). Personal and pedagogical interaction factors as determinants of academic achievement. Procedia-Social and Behavioural Sciences, 29, 1596-1605. doi: 10.1016/j.sb spro.2011.11.402 |
| [11] | Cholewinski, M. (2009). An introduction to constructivism and authentic activity. Journal of the school of contemporary international studies Nagoya University of Foreign Studies, 5, 283-316. |
| [12] | Coetzee, M., Marx, A. A., & Potgieter, I. L. (2017). Examining the construct validity of the positive coping behavioural inventory. SA Journal of Industrial Psychology, 43, 1-8. |
| [13] | Dagar, V., & Yadav, A. (2016). Constructivism: A paradigm for teaching and learning. Arts and Social Science Journal, 7 (200). doi: 10.4172/2151-6200.1000200. |
| [14] | Danis, A., Perangin-Angin, R. B., & Milfayetty, S. (2017). The effect of contextual teaching and learning (CTL) and motivation to students’ achievement in learning civics in grade VII SMP Imelda Medan. IOSR Journal of Research & Method in Education (IOSR-JRME), 7 (6), 24-33. doi: 10.9790/7388-0706012433. |
| [15] | Demirci, C. (2017). The Effect of Active Learning Approach on Attitudes of 7th Grade Students. International Journal of Instruction, 10 (4), 129-144. doi: 10.12973/iji.2017.1048a |
| [16] | De Villiers, B., & Werner, A. (2016). The relationship between student engagement and academic success. Journal for New Generation Sciences, 14 (1), 36-50. |
| [17] | Ertmer, P. A., & Newby, T. J. (2013). Behaviourism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26 (2), 43-71. https://doi.org/10.1002/piq.21143 |
| [18] | Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of adolescence, 35 (4), 787-798. |
| [19] | Ferreira, M., Cardoso, A. P., & Abrantesc, J. L. (2011). Motivation and relationship of the student with the school as factors involved in the perceived learning. Procedia - Social and Behavioral Sciences, 29, 1707-1714. doi: 10.1016/j.sbspro.2011.11.416. |
| [20] | Fitzsimons, M. (2014). Engaging students' learning through active learning. Irish Journal of Academic Practice, 3 (1), 1-27. doi: 10.21427/D7842T. |
| [21] | Groccia, J. E. (2018). What is student engagement? New Directions for Teaching and Learning, 2018 (154), 11-20. doi: 10.1002/tl.20287. |
| [22] | Hartikainen, S., Rintala, H., Pylväs, L., & Nokelainen, P. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9 (276) 1-19. doi: 10.3390/educsci 9040276. |
| [23] | Hernández, R. (2012). Collaborative learning: Increasing students’ engagement outside the classroom. US-China Education Review, A 9, 804-812. |
| [24] | Khan, A., Egbue, O., Palkie, B., & Madden, J. (2017). Active learning: Engaging students to maximize learning in an online course. Electronic Journal of E-Learning, 15 (2), 107-115. |
| [25] | Korstjens, I., & Moser, A. (2018). Series: practical guidance to qualitative research. Part 4: trustworthiness and publishing. European Journal of General Practice, 24 (1), 120-124. |
| [26] | Köse, E. Ö., & Tosun, F. Ç. (2015). Effects of context based learning on students’ achievement and attitudes in Biology. Kastamonu Eğitim Dergisi, 23 (4), 1425-1436. |
| [27] | Lam, S. F., Jimerson, S., Wong, B. P., Kikas, E., Shin, H., Veiga, F. H.,... & Stanculescu, E. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology Quarterly, 29 (2), 213-232. doi: 10.1037/spq0000057. |
| [28] | Lam, S. F., Wong, B. P., Yang, H., & Liu, Y. (2012). Understanding student engagement with a contextual model. In Handbook of research on student engagement (pp. 403-419). Springer, Boston, MA. doi: 10.1007/978-1-4614-2018-7_19. |
| [29] | Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48 (1), 103-122. https://doi.org/10.1080/0305764 X.2016.1259389 |
| [30] | Lee, J., Song, H., & Hong, A. J. (2019). Exploring factors, and indicators for measuring students’ sustainable engagement in e-learning. Sustainability 11 (985). 1-12. doi: 10.3390/su11040985. |
| [31] | Legault, L. (2016). Intrinsic and extrinsic motivation. In V. Zeigler-Hill, & T. K. Shackelford (Eds.). Encyclopedia of Personality and Individual Differences. doi: 10.1007/978-3-319-28099-8_1139-1. |
| [32] | Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behaviour and Personality: an international journal, 46 (3), 517-528. https://doi.org/10.2224/sbp.7054. |
| [33] | Loes, C. N., & Pascarella, E. T. (2017). Collaborative Learning and Critical Thinking: Testing the Link. The Journal of Higher Education, 85 (8), 1 726-753. doi: 10.1080/002215 46.2017.1291257 |
| [34] | Marini, A. (2016). Enhancement of student learning outcomes through the use of contextual teaching and learning. International Journal of Sciences and Research, 72 (11), 26-43. |
| [35] | Martin, A. J. (2013). Motivation to learn. In A. Holliman (Ed.). The Routledge international companion to educational psychology. London, UK: Routledge. |
| [36] | Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning 22 (1), 205-222. doi: 10.24059/olj.v22i1.1092. |
| [37] | Martin, D. P., & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?. Journal of school psychology, 53 (5), 359-373. https://doi.org/10.1016/j.jsp.2015.07.001 |
| [38] | McCabe, A., & O'Connor, U. (2014). Student-centred learning: the role and responsibility of the lecturer. Teaching in Higher Education, 19 (4), 350-359. http://dx.doi.org/10. 1080/ 13562517. 2013.860111. |
| [39] | McGarrigle, J. (2013). Exploring student engagement and collaborative learning in a community-based module in fine art. Irish Journal of Academic Practice, 2 (1), 1-12. Retrieved from http://arrow.dit.ie/ijap/vol2/iss1/1 |
| [40] | McLeod, S. A. (2018, June 06). Jean Piaget's theory of cognitive development. Retrieved from https://www.simply psychology.org/piaget.html. |
| [41] | Montenegro, A. (2017). Understanding the concept of student agentic engagement for learning. Colombian Applied Linguistics Journal, 19 (1), 117-128. doi: http://dx.doi.org/ 10.14483/calj.v19n1.10472. |
| [42] | Muganga, L., & Ssenkusu, P. (2019). Teacher-centered vs. student-centered. Cultural and Pedagogical Inquiry, 11 (2), 16-40. |
| [43] | Näkk, A. M., & Timoštšuk, I. (2019). The dynamics of learning engagement and its relationship with teachers’ classroom practices in primary school. Education 3-13, 47 (1), 89-100. https://doi.org/10.1080/03004279.2017.1404620. |
| [44] | Nayir, F. (2017). The relationship between student motivation and class engagement levels. Eurasian Journal of Educational Research, 71, 59-78. |
| [45] | Nguyen, T. D., Cannata, M., & Miller, J. (2018). Understanding student behavioural engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111 (2), 163-174. https://doi.org/10.10 80/00220671.2016.1220359. |
| [46] | Olivier, E., Galand, B., Hospel, V., & Dellisse, S. (2020). Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value. British Journal of Educational Psychology, 1-23. doi: 10.1111/bjep.12342. |
| [47] | Olusegun, B. S. (2015). Constructivism learning theory: A paradigm for teaching and learning. IOSR Journal of Research & Method in Education, 5 (6), 66-70. |
| [48] | Pilotti, M., Anderson, S., Hardy, P., Murphy, P., & Vincent, P. (2017). Factors Related to Cognitive, Emotional, and Behavioral Engagement in the Online Asynchronous Classroom. International Journal of Teaching and Learning in Higher Education, 29 (1), 145-153. |
| [49] | Qudsyi, H., Wijaya, H. E., & Widiasmara, N., & Nurtjahjo, F. E. (2018). Contextual teaching-learning method to improve student engagement among college students in cognitive psychology course. International Conferences on Education, Social Sciences and Technology, 632-640. doi: https://doi.org /10.24036/XXXXX. |
| [50] | Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105 (3), 579–595. doi: 10.1037/a0032690. |
| [51] | Reiss, S. (2012). Intrinsic and extrinsic motivation. Teaching of Psychology, 39 (2), 152-156. DOI: 10.1177/0098628312437 704. |
| [52] | Rodríguez, M. C., Hinojosa, L. M. M., & Páez, C. A. O. (2019). Scale of teaching strategies for collaborative learning: Design, validation and evaluation of its psychometric properties in high school education. Psychology, 10, 256-272. https://doi.org/10.423 6/psych.2019.102019. |
| [53] | Rossoni, L., Engelbert, R., & Bellegard, N. L. (2016). Normal science and its tools: Reviewing the effects of exploratory factor analysis in management. Revista de Administracao (Sao Paulo), 51, 198-211. https://doi.org/10.5700/rausp1234. |
| [54] | Roza, A. S., Rafli, Z., & Rahmat, A. (2019). The implementation of contextual teaching learning (CTL) to improve the students’ speaking ability in Islamic studies course. International Journal of Applied Linguistics & English Literature, 8 (4), 45-50. http://dx.doi.org/10.7575/aiac.ijalel.v. 8n.4p.45. |
| [55] | Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1 (2), 252-267. doi: 10.5539/jel.v1n 2p252. |
| [56] | Shapira-Lishchinsky, O. (2014). Simulation-based constructivist approach for education leaders. Educational Management Administration & Leadership, 43 (6), 972-988. https://doi.org/10.1177/1741143214543203. |
| [57] | Sikoyo, L. (2010). Contextual challenges of implementing learner-centred pedagogy: the case of the problem-solving approach in Uganda. Cambridge Journal of Education, 40 (3), 247-263. https://doi.org/10.1080/0305764X.2010.509315. |
| [58] | Singh, A. K., & Srivastava, S. (2013). Antecedents and consequence of student engagement in an Indian management education setting. Metamorphosis, 12 (1), 47-64. https://doi.org/10.1177/0972622520130105. |
| [59] | Starkey, L. (2019). Three dimensions of student-centred education: A framework for policy and practice. Critical Studies in Education, 60 (3). 375-390, doi: 10.1080/17508487.2017.1281829. |
| [60] | Subramaniam, P. R. (2009). Motivational effects of interest on student engagement and learning in physical education: A review. International Journal Physical Education, 46 (2), 11-19. |
| [61] | Surdin. (2017). The effect of contextual teaching and learning (CTL) models on learning outcomes of social sciences of the material of forms the face of the earth on class VII of junior high school. International Journal of Education and Research, 6 (3), 57-64. |
| [62] | Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48 (6), 1273-1296. doi 10.1007/s11165-016-9602-2. |
| [63] | Tandon, T. (2017). Constructivist learning approach: A child centred pedagogy. EDULIGHT Journal, 6 (11), 1-3. |
| [64] | Thoonen, E. E. J., Sleegers, P. J. C., Peetsma, T. T. D., & Oort, F. J. (2010). Can teachers motivate students to learn? Educational Studies, 1-16. doi: 10.1080/03055698.2010. 507008. |
| [65] | Utvær, B. K. S., & Haugan, G. (2016). The academic motivation scale: dimensionality, reliability, and construct validity among vocational students. Nordic Journal of Vocational Education and Training, 6 (2), 17-45. doi: 10.3384/njvet.2242-458X.166217. |
| [66] | Virtanen, P., Niemi, H. M., & Nevgi, A. (2017). Active learning and self-regulation enhance student teachers’ professional competences. Australian Journal of Teacher Education, 42 (12), 1-20. http://ro.ecu.edu.au/ajte/vol42/iss 12/1. |
| [67] | Watkins, M. W. (2018). Exploratory factor analysis: A guide to best practice. Journal of Black Psychology, 44 (3), 219-246. doi: 10.1177/0095798418771807. |
| [68] | Wilke, R. R. (2003). The effect of active learning on student characteristics in a human physiology course for non-majors. Advances in Physiology Education, 27 (4), 207-223. |
| [69] | Williams, K., & Williams, C. (2011). Five key ingredients for improving motivation. Research in Higher Education Journal, 11, 1-24. http://aabri.com/manuscripts/11834.pdf. |
| [70] | Wood, R. (2019). Students’ motivation to engage with science learning activities through the lens of Self-Determination Theory: Results from a single-case school-based study. EURASIA Journal of Mathematics, Science and Technology Education, 2019, 15 (7). https://doi.org/10.29333/ejmste/106 110. |
| [71] | Xulu-Gama, N., Nhari, S. R., Alcock, A., & Cavanagh, M. (2018). A student-centred approach: A qualitative exploration of how students experience access and success in a South African University of Technology. Higher Education Research & Development, 37 (6). 1302-1314, doi: 10.1080/07294360. 2018.1473844. |
| [72] | Yang, G., Badri, M., Al Rashedi, A., Almazroui, K., Qalyoubi, R., & Nai, P. (2017). The effects of classroom and school environments on student engagement: The case of high school students in Abu Dhabi public schools. Compare: A Journal of Comparative and International Education, 47 (2), 223-239. doi: 10.1080/03057 925.2016.1230833. |
| [73] | Yonezawa, S., Jones, M., & Joselowsky, F. (2009). Youth engagement in high schools: Developing a multidimensional, critical approach to improving engagement for all students. Journal of Educational Change, 10 (2-3), 191-209. doi 10.1007/s10833-009-9106-1. |
| [74] | Yueh-Luen, H, & Ching, G. S. (2012). Factors affecting student engagement: An analysis on how and why students learn. Conference on creative education (pp. 989-992). Irvine, CA: Scientific Research Publishing. |
| [75] | Zepke, N. (2018). Student engagement in neo-liberal times: What is missing? Higher Education Research & Development, 37 (2), 433-446. doi: 10.1080/07294360.2017.1 370440. |
APA Style
Wilson Mugizi, Abeera Odetha Katuramu, Augustina Ogaga Dafiewhare, John Kanyesigye. (2021). Student-Centred Pedagogical Approach and Student Engagement at a Private University in Western Uganda. Education Journal, 10(5), 193-203. https://doi.org/10.11648/j.edu.20211005.14
ACS Style
Wilson Mugizi; Abeera Odetha Katuramu; Augustina Ogaga Dafiewhare; John Kanyesigye. Student-Centred Pedagogical Approach and Student Engagement at a Private University in Western Uganda. Educ. J. 2021, 10(5), 193-203. doi: 10.11648/j.edu.20211005.14
AMA Style
Wilson Mugizi, Abeera Odetha Katuramu, Augustina Ogaga Dafiewhare, John Kanyesigye. Student-Centred Pedagogical Approach and Student Engagement at a Private University in Western Uganda. Educ J. 2021;10(5):193-203. doi: 10.11648/j.edu.20211005.14
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.edu.20211005.14,
author = {Wilson Mugizi and Abeera Odetha Katuramu and Augustina Ogaga Dafiewhare and John Kanyesigye},
title = {Student-Centred Pedagogical Approach and Student Engagement at a Private University in Western Uganda},
journal = {Education Journal},
volume = {10},
number = {5},
pages = {193-203},
doi = {10.11648/j.edu.20211005.14},
url = {https://doi.org/10.11648/j.edu.20211005.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211005.14},
abstract = {This study investigated the relationship between the student-centred pedagogical approach and student engagement at a private university in Western Uganda. The student-centred approach was studied in terms of active learning, contextual learning, motivation of learners and collaborative learning. On the other hand, student engagement was conceptualised in terms of behavioural, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-ad mistered questionnaire and analysed quantitatively. Descriptive analysis showed that students rated their levels of engagement and lecturers use of the student-centred approach as high on all aspects. Regression analysis revealed that the student-centred approaches of active learning, contextual learning, motivation of students and collaborative learning had a positive significant relationship with student engagement. It was concluded that the teacher-centred pedagogical approaches namely; active learning, contextual learning, motivation of students and collaborative learning are imperative for promotion of student engagement. Therefore, it was recommended that university lecturers should promote the use of those approaches when conducting teaching in universities.},
year = {2021}
}
TY - JOUR T1 - Student-Centred Pedagogical Approach and Student Engagement at a Private University in Western Uganda AU - Wilson Mugizi AU - Abeera Odetha Katuramu AU - Augustina Ogaga Dafiewhare AU - John Kanyesigye Y1 - 2021/10/15 PY - 2021 N1 - https://doi.org/10.11648/j.edu.20211005.14 DO - 10.11648/j.edu.20211005.14 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 193 EP - 203 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20211005.14 AB - This study investigated the relationship between the student-centred pedagogical approach and student engagement at a private university in Western Uganda. The student-centred approach was studied in terms of active learning, contextual learning, motivation of learners and collaborative learning. On the other hand, student engagement was conceptualised in terms of behavioural, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-ad mistered questionnaire and analysed quantitatively. Descriptive analysis showed that students rated their levels of engagement and lecturers use of the student-centred approach as high on all aspects. Regression analysis revealed that the student-centred approaches of active learning, contextual learning, motivation of students and collaborative learning had a positive significant relationship with student engagement. It was concluded that the teacher-centred pedagogical approaches namely; active learning, contextual learning, motivation of students and collaborative learning are imperative for promotion of student engagement. Therefore, it was recommended that university lecturers should promote the use of those approaches when conducting teaching in universities. VL - 10 IS - 5 ER -
Email: