Development of a self-report instrument for measuring in-class student engagement reveals that pretending to engage is a significant unrecognized problem.

ABSTRACT: Student engagement during classes includes behavioural, cognitive and emotional components, and is a pre-requisite for successful active learning environments. A novel approach to measuring student engagement was developed, involving triangulation of real-time student-self report, observation by trained observers and heart rate measurement. The self-report instrument was evaluated in four separate cohorts (n = 123) at Monash University and the University of North Carolina. The six item self-report demonstrated good reliability (Cronbach's alpha values ranged from 0.7-0.81). The self-report showed predictive validity in that small group activities were rated as significantly more engaging than didactic lecturing. Additionally, there was significant inter-instructor variability and within-cl

SUBMITTER: Fuller KA 

PROVIDER: S-EPMC6192645 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature