scholarly journals The impact of orientation programs on new student engagement and transition

2021 ◽  
Author(s):  
Jennifer L. Granger Sullivan
Keyword(s):  
Student Engagement ◽  
Orientation Programs ◽  
The Impact ◽  
New Student

THE IMPACT OF ZONATION SYSTEM POLICY IN THE PPDB ON STUDENTS' OBTAINING AT SMA NEGERI 8 SURABAYA

2020 ◽  
Vol 4 (3) ◽  
pp. 525
Author(s):  
Idawati Idawati
Keyword(s):  
Junior High School ◽  
Low Income ◽  
Educational Background ◽  
Quantitative Approach ◽  
National Examination ◽  
New Students ◽  
The Impact ◽  
New Student ◽  
Academic Year ◽  
Descriptive Method

This research was conducted by using a descriptive method with a quantitative approach. The quantitative approach was chosen to be tested theories by examining and measuring variables in the form of relationships, differences, influences, contributions, and the others. The research was carried out by describing the students acquisition data on the new student admission (PPDB) using zoning system based on the academic year 2019-2020 and the student acquisition data on the academic year PPDB 2018-2019 as a comparison. Based on the results of the study, the new students of PPDB using zoning system was considered lower in terms of economic and educational background of parents. There were more parents with less education (elementary & junior high school) in the zoning system than in the rayon system, whereas parents with higher education in the zoning system were fewer than the rayon system.  Likewise, in terms of income, there were more people with the low income in the zoning system than in the rayon system, and those having high income were fewer than in the rayon system. The study showed that the intelligence and the result of National Examination Score (NUN) in the zoning system is lower than in the rayon system. The intelligent level of the students in the zoning system is mostly dominated by the scores under 90-109, while in the rayon system were dominated by the scores above 90-109.  The National Examination Scores (NUN) in the zoning system were evenly distributed from a range of scores 0 to 30, while in the rayon system the scores were dominated by a range of scores 28-30, with the lowest score 24.

scholarly journals Connecting Activity Implementation Characteristics to Student Buy-In Toward and Utilization of Formative Assessments Within Undergraduate Biology Courses

2021 ◽  
Author(s):  
Kathleen R. Brazeal ◽  
Tanya L. Brown ◽  
Brian A. Couch
Keyword(s):  
Student Engagement ◽  
Student Perceptions ◽  
Learning Preferences ◽  
Formative Assessments ◽  
Student Experiences ◽  
Future Research ◽  
Structured Interviews ◽  
Undergraduate Biology ◽  
Biology Courses ◽  
The Impact

AbstractWhile formative assessments (FAs) can facilitate learning within undergraduate STEM courses, their impact likely depends on many factors, including how instructors implement them, whether students buy-in to them, and how students utilize them. FAs have many different implementation characteristics, including what kinds of questions are asked, whether questions are asked before or after covering the material in class, how feedback is provided, how students are graded, and other logistical considerations. We conducted 38 semi-structured interviews with students from eight undergraduate biology courses to explore how various implementation characteristics of in-class and out-of-class FAs can influence student perceptions and behaviors. We also interviewed course instructors to provide context for understanding student experiences. Using thematic analysis, we outlined various FA implementation characteristics, characterized the range of FA utilization behaviors reported by students, and identified emergent themes regarding the impact of certain implementation characteristics on student buy-in and utilization. Furthermore, we found that implementation characteristics have combined effects on student engagement and that students will tolerate a degree of “acceptable discomfort” with implementation features that contradict their learning preferences. These results can aid instructor reflection and guide future research on the complex connections between activity implementation and student engagement within STEM disciplines.

The Impact of On-campus Student Growth on First-year Student Engagement and Success

2007 ◽  
Vol 48 (8) ◽  
pp. 941-966 ◽  
Author(s):  
Steven M. LaNasa ◽  
Elizabeth Olson ◽  
Natalie Alleman
Keyword(s):  
Student Engagement ◽  
Student Growth ◽  
First Year ◽  
The Impact ◽  
First Year Student

The Impact of the Learning Environment on Student Engagement in High School Classrooms

2014 ◽  
Vol 116 (13) ◽  
pp. 166-177
Author(s):  
David J. Shernoff ◽  
Stephen M. Tonks ◽  
Brett Anderson
Keyword(s):  
High School ◽  
Student Engagement ◽  
Learning Environment ◽  
Sampling Method ◽  
Experience Sampling ◽  
Experience Sampling Method ◽  
Public High School ◽  
High School Classrooms ◽  
Subject Areas ◽  
The Impact

This chapter presents a study that investigated characteristics of the learning environment predicting for student engagement in public high school classrooms. Students in seven high school classrooms in five different subject areas were observed and videoed in order to predict their engagement as measured by the experience sampling method (ESM).

Evaluating E-Book Effectiveness and the Impact on Student Engagement

2021 ◽  
pp. 027347532110351
Author(s):  
Adam C. Merkle ◽  
Linda K. Ferrell ◽  
O. C. Ferrell ◽  
Joe F. Hair
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Student Perceptions ◽  
Perceived Effectiveness ◽  
Spring Semester ◽  
Digital Disruption ◽  
The Impact ◽  
The Relationship ◽  
Shed Light

Marketing curricula are experiencing a digital disruption as e-books and other electronic educational resources replace print textbooks. This study investigates student perceptions about the effectiveness of print textbooks and e-books. Specifically, we focus on the perceived effectiveness of e-books and the impact on student engagement. A field-based quasi-experiment was conducted with a sample of 259 students in the Fall semester, and a follow-up sample of 395 students in the Spring semester. The results show a diverse impact of e-books on student engagement. Some aspects of engagement are positively affected while other aspects of student engagement exhibit a neutral or negative leaning impact. The findings also reflect significant variation in e-book effectiveness depending on the course. Finally, we find that e-books moderate the relationship between textbook effectiveness and academic performance engagement. Highly effective e-books result in higher levels of academic performance engagement. Collectively these findings shed light on the current situation and provide a foundation for additional research to further our understanding about e-book effectiveness and its relationship to student engagement.

scholarly journals The Relationships of Family, Perceived Digital Competence and Attitude, and Learning Agility in Sustainable Student Engagement in Higher Education

2018 ◽  
Vol 10 (12) ◽  
pp. 4635 ◽  
Author(s):  
Hye Kim ◽  
Ah Hong ◽  
Hae-Deok Song
Keyword(s):  
College Students ◽  
Student Engagement ◽  
Online Survey ◽  
College Education ◽  
Digital Technologies ◽  
Digital Natives ◽  
Study Data ◽  
Digital Competence ◽  
Learning Agility ◽  
The Impact

College students are often assumed to be digitally fluent as they are “digital natives”, owing to their exposure to digital technologies from an early age. Furthermore, it is assumed that this digital competence is likely to prepare them for learning in college. However, it has been observed that current college students who are “digital natives” may or may not effectively apply digital technologies during their college education. The purpose of this study is to examine the impact of college students’ prior digital experiences, particularly their families’ influence, on their in-college digital competence and attitude, and by extension, on student engagement. A total of 381 university students were surveyed in this study. Data was obtained from a self-administered, online survey and analyzed using partial least squares, which also evaluated the research model. According to the findings of this study, students’ positive prior digital experience significantly influences their perceived digital competence and their attitude toward digital technologies. In addition, our research also indicates that college students’ perceived digital competence and attitudes are mediated by their learning agility, which is the ability to continuously learn and the willingness to apply acquired knowledge. This article may thus act as a springboard for further empirical research, as well as for examining the nature of students’ prior and positive experiences and learning agility in digital competencies.

Gamifying the Media Classroom

2017 ◽  
Vol 7 (4) ◽  
pp. 22-49
Author(s):  
Katie Seaborn ◽  
Deborah I. Fels ◽  
Rob Bajko ◽  
Jaigris Hodson
Keyword(s):  
Social Media ◽  
Student Engagement ◽  
Conceptual Framework ◽  
Student Perspective ◽  
Educational Settings ◽  
The Media ◽  
Game Elements ◽  
The Impact ◽  
Over Time

Gamification, or the use of game elements in non-game contexts, has become a popular and increasingly accepted method of engaging learners in educational settings. However, there have been few comparisons of different kinds of courses and students, particularly in terms of discipline and content. Additionally, little work has reported on course instructor/designer perspectives. Finally, few studies on gamification have used a conceptual framework to assess the impact on student engagement. This paper reports on findings from evaluating two gamified multimedia and social media undergraduate courses over the course of one semester. Findings from applying a multidimensional framework suggest that the gamification approach taken was moderately effective for students overall, with some elements being more engaging than others in general and for each course over time." Post-term questionnaires posed to the instructors/course designers revealed congruence with the student perspective and several challenges pre- and post-implementation, despite the use of established rules for gamifying curricula.

scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

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