Investigating Student Study Engagement among College Students across Year Levels
DOI:
https://doi.org/10.32871/rmrj1402.01.14Keywords:
student engagement, student engagement instrument, accounting education, college students’ level of engagementAbstract
Recognizing the peculiar nature of college degrees, this paper endeavored
to examine student engagement in a sample of 859 college students enrolled in the degree Bachelor of Science in Accountancy. Using the Student Engagement Instrument (Anderson, 2006) and employing a descriptive design, the researchers examined student engagement in the subscales of Teacher Student Relationship, Peer Support for Learning, Family Support for Learning, Control and Relevance of Schoolwork, Future Goals and Aspirations, and Extrinsic Motivation. The results showed that, for highly technical courses like the Bachelor of Science in Accountancy, the subscale on Teacher Student Relationship registered the lowest number and percentage of engaged students. Consequently, the only subscale which registered significant difference among means is Control and Relevance of Schoolwork. The post hoc test using Tukey’s Honestly Significant Difference (HSD) further revealed that the significant differences for this subscale are registered between students in the 1st, 3rd and 4th years, and students in the 2nd, 3rd, and 4th years.
References
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James Cook University, Townsville/Cairns, Queensland, Australia, 21–22 September.
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University of South Carolina, National Resource Center for the First Year Experience and Students in Transition, pp. 19–34.
Leonard, S. H. (2008). Measuring cognitive and psychological engagement in middle school students. (Order No. 3351184, University of South Dakota). ProQuest Dissertations and Theses, 91-n/a. Retrieved from http://search.proquest.com/docview/304464018?accountid=33262.
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performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9), 196. Retrieved from http://
search.proquest.com/docview/1465505598?accountid=33262
Millán, V., Villaseñor, E. A., de, l. E., & Carrillo, H. (2012). GENDER DIFFERENCES IN ACADEMIC PERFORMANCE AT UNAM.Resources for Feminist Research, 34(1), 149-164. Retrieved from http://
search.proquest.com/docview/1444060705?accountid=33262
Nelson, K., Kift, S., & Clarke, J. (2012).A transition pedagogy for student engagement and first-year learning, success and retention. In I. Solomonides, A. Reid, & P. Petocz (Eds.), Engaging with learning in higher education (pp.117-144). Oxfordshire, UK: Libri Publishers.
Newmann, F. M., Wehlage, G. G.,&Lamborn, S. D.(1992).The significance and sources of student engagement. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp.
11 – 39).NewYork: Teachers College Press
.
Parikh, M. (2008). The relationship between student engagement and academic performance: An exploration of the paradox of international
undergraduates. (Order No. 3307680, State University of New York at Buffalo). ProQuest Dissertations and Theses, 194-n/a. Retrieved from
http://search.proquest.com/docview/220005924?accountid=33262. (220005924).
Plant, E. A., Ericsson, K. A., Hill, L., &Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30(1), 96-116.
Salem, M. S. M. (2013). The future of accounting as a subject in a business school: A literature review. The Journal of Human Resource and Adult Learning, 9(2), 62-69. Retrieved from http://search.proquest.com/docview/1501190732?accountid=33262
Silverberg, C. (2008). IQ testing and tracking: The history of scientific racism in the american public schools:1890--1924.(Order No. 3311920, University of Nevada, Reno). ProQuest Dissertations and Theses,126-n/a. Retrieved from http://search.proquest.com/docview/304540189?accountid=33262. (304540189).
Solomonides, I. Reid, A., &Petocz, P. (2012).A relational model of student engagement. In I. Solomonides, A. Reid, & P. Petocz (Eds.), Engaging with learning in higher education (pp. 11-24). Oxfordshire, UK:
Libri Publishers.
Trowler, V. (2010), Student engagement literature review. York, UK: Lifelong Education Academy. Retrieved from http://www.heacademy.ac.uk/assets/documents/studentengagement/StudentEngagementLiteratureReview.pdf
Vibert, A. B., & Shields, C. (2003). Approaches to student engagement: Does ideology matter? McGill Journal of Education,38(2), 221-240. Retrieved from http://search.proquest.com/docview/202694066?accountid=33262
Appleton, J. J., Christenson, S. L., Kim, D., &Reschly, A.(2006).Measuring cognitive and psychological engagement: Validation of the student engagement instrument.Journal of School Psychology, 44(5), 427-445. http://dx.doi.org/10.1016/j.jsp.2006.04.002
Bass, L. H., & Ballard, A. S. (2012).Student engagement and course registration methods as possible predictors of freshman retention. Research in Higher Education Journal, 18, 1-13. Retrieved from
http://search.proquest.com/docview/1288616012?accountid=33262
Bennett, R. E. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.
Berry, R., & Adamson, B. (2011). Assessment reform past, present and future(pp. 3-14). Springer Netherlands.
Betts, J., Appleton, J.J., Reschly, A.L., Christenson, S.L., & Huebner, E.S. (2010). A study of the reliability and construct validity of the Student Engagement Instrument across multiple grades. School Psychology Quarterly, 25, 84-93.
Boritz, J. E., &Carnaghan, C. A. (2003). Competency-based education and assessment for the accounting profession: A critical review. Canadian Accounting Perspectives, 2(1), 7.
Burrows, P. L. (2010). An examination of the relationship among affective, cognitive, behavioral, and academic factors of student engagement of 9th grade students (Doctoral dissertation, University of
Oregon).
Credé, M., Roch, S. G., &Kieszczynka, U. M. (2010). Class Attendance in College A Meta-Analytic Review of the Relationship of Class Attendance With Grades and Student Characteristics. Review of Educational
Research, 80(2), 272-295.
Dolan, T. G. (2006, May 08). Exploring student engagement and success. The Hispanic Outlook in Higher Education, 16, 44-46. Retrieved from
http://search.proquest.com/docview/219291366?accountid=33262
Dollinger, S. J., Matyja, A. M., & Huber, J. L. (2008). Which factors best account for academic success: Those which college students can control or those they cannot?. Journal of research in Personality, 42(4),872-885.
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939-944. doi:10.1111/j.1467-9280.2005.01641.x
Gaydos, S. J. (2008). The mediation effect of student engagement on academic demands and school identification. (Order No. NR39942, University of Toronto (Canada)). ProQuest Dissertations and Theses, 251-n/a. Retrieved from http://search.proquest.com/docview/304337489?account id=33262. (304337489).
Grier-Reed, T., Appleton, J., Rodriguez, M., Ganuza, Z.,&Reschly, A. L. (2012).Exploring the Student Engagement Instrument and Career Perceptions with College Students. Journal of Educational & Developmental Psychology,2(2).
Harper, S.R. and Quaye, S.J. (2009) Beyond Sameness, with Engagement and Outcomes for All. In: Student Engagement in Higher Education. New York and London: Routledge, pp. 1–15.
Heller, R. S., Beil, C., Dam, K., &Haerum, B. (2010). Student and faculty perceptions of engagement in engineering. Journal of Engineering
Education, 99(3), 253-261. Retrieved from http://search.proquest.com/docview/744366749?accountid=33262
Hu, S. (2011).Reconsidering the relationship between student engagement and persistence in college. Innovative Higher Education, 36(2), 97-106. doi:http://dx.doi.org/10.1007/s10755-010-9158-4
Hu, S. (2010). Scholarship awards, college choice, and student engagement in college activities: A study of high-achieving low-income
students of color. Journal of College Student Development, 51(2), 150-161. Retrieved from http://search.proquest.com/docview/19518544
4?accountid=33262
Jenkins, C. E. (2010). The relationship between formative assessment and student engagement at walters state community college. (Order No. 3410180, East Tennessee State University). ProQuest
Dissertations and Theses, 103-n/a. Retrieved from http://search.proquest.com/docview/496940308?accountid=33262. (496940308).
Kerby, M. B. (2007). Measuring student engagement activity levels and persistence: A study of a four-year comprehensive university. (Order No. 3401265, University of Louisville). ProQuest Dissertations and Theses, , 244-n/a. Retrieved from http://search.proquest.com/docview/250910086?accountid=33262. (250910086).
Kerby, M.B. (2007). Measuring student engagement activity levels and persistence: A study of a four-year comprehensive university. (Order No. 3401265, University of Louisville). ProQuest Dissertations and Theses, 244-n/a. Retrieved from http://search.proquest.com/docview/250910086?accountid=33262. (250910086).
Kim, M. M., & Conrad, C. F. (2006).The impact of historically Black colleges and universities on the academic success of African-American students.Research in Higher Education, 47(4), 399-427.
Krause, K. (2005) Understanding and Promoting Student Engagement in University Learning Communities Paper presented as keynote address: Engaged, Inert or Otherwise Occupied?: Deconstructing the 21st Century Undergraduate Student at the James Cook University Symposium ‘Sharing Scholarship in Learning and Teaching: Engaging Students.
James Cook University, Townsville/Cairns, Queensland, Australia, 21–22 September.
Kuh, G.D., Palmer, M. and Kish, K. (2003) “The Value of Educationally Purposeful Out-of-Class Experiences.†In: Skipper, T.L. and Argo, R. (eds.) Involvement in Campus Activities and the Retention of First Year College Students. The First-Year Monograph Series No 36. Columbia, SC:
University of South Carolina, National Resource Center for the First Year Experience and Students in Transition, pp. 19–34.
Leonard, S. H. (2008). Measuring cognitive and psychological engagement in middle school students. (Order No. 3351184, University of South Dakota). ProQuest Dissertations and Theses, 91-n/a. Retrieved from http://search.proquest.com/docview/304464018?accountid=33262.
(304464018).
McLaughlin, J. E., Griffin, L. M., Esserman, D. A.,Davidson, C. A., Glatt, D. M., Roth, M. T., Mumper,R. J. (2013).Pharmacy student engagement,
performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9), 196. Retrieved from http://
search.proquest.com/docview/1465505598?accountid=33262
Millán, V., Villaseñor, E. A., de, l. E., & Carrillo, H. (2012). GENDER DIFFERENCES IN ACADEMIC PERFORMANCE AT UNAM.Resources for Feminist Research, 34(1), 149-164. Retrieved from http://
search.proquest.com/docview/1444060705?accountid=33262
Nelson, K., Kift, S., & Clarke, J. (2012).A transition pedagogy for student engagement and first-year learning, success and retention. In I. Solomonides, A. Reid, & P. Petocz (Eds.), Engaging with learning in higher education (pp.117-144). Oxfordshire, UK: Libri Publishers.
Newmann, F. M., Wehlage, G. G.,&Lamborn, S. D.(1992).The significance and sources of student engagement. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp.
11 – 39).NewYork: Teachers College Press
.
Parikh, M. (2008). The relationship between student engagement and academic performance: An exploration of the paradox of international
undergraduates. (Order No. 3307680, State University of New York at Buffalo). ProQuest Dissertations and Theses, 194-n/a. Retrieved from
http://search.proquest.com/docview/220005924?accountid=33262. (220005924).
Plant, E. A., Ericsson, K. A., Hill, L., &Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30(1), 96-116.
Salem, M. S. M. (2013). The future of accounting as a subject in a business school: A literature review. The Journal of Human Resource and Adult Learning, 9(2), 62-69. Retrieved from http://search.proquest.com/docview/1501190732?accountid=33262
Silverberg, C. (2008). IQ testing and tracking: The history of scientific racism in the american public schools:1890--1924.(Order No. 3311920, University of Nevada, Reno). ProQuest Dissertations and Theses,126-n/a. Retrieved from http://search.proquest.com/docview/304540189?accountid=33262. (304540189).
Solomonides, I. Reid, A., &Petocz, P. (2012).A relational model of student engagement. In I. Solomonides, A. Reid, & P. Petocz (Eds.), Engaging with learning in higher education (pp. 11-24). Oxfordshire, UK:
Libri Publishers.
Trowler, V. (2010), Student engagement literature review. York, UK: Lifelong Education Academy. Retrieved from http://www.heacademy.ac.uk/assets/documents/studentengagement/StudentEngagementLiteratureReview.pdf
Vibert, A. B., & Shields, C. (2003). Approaches to student engagement: Does ideology matter? McGill Journal of Education,38(2), 221-240. Retrieved from http://search.proquest.com/docview/202694066?accountid=33262
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Published
2014-06-30
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Uy, K. J. D., Alenton, J. B. B., & Amparado, P. D. E. (2014). Investigating Student Study Engagement among College Students across Year Levels. Recoletos Multidisciplinary Research Journal, 2(1). https://doi.org/10.32871/rmrj1402.01.14
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