Investigating Student Study Engagement among College Students across Year Levels

Authors

  • Kristine June D. Uy University of San Jose-Recoletos
  • Jun Brian B. Alenton University of San Jose-Recoletos
  • Peter Dante E. Amparado University of San Jose-Recoletos

DOI:

https://doi.org/10.32871/rmrj1402.01.14

Keywords:

student engagement, student engagement instrument, accounting education, college students’ level of engagement

Abstract

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.

Author Biographies

Kristine June D. Uy, University of San Jose-Recoletos

is a faculty member of the University of San Jose Recoletos, was born in 1982 and educated at the University of San Jose Recoletos where she graduated magna cum laude (Bachelor of Science in Accountancy , 2003). She also obtained her Master in Business Administration degree (2008) from the same university. A Certified Public Accountant, she worked with Isla Lipana and Company, a member firm of Pricewaterhouse Coopers (2004-2006). She has been a faculty member of the accountancy department of the University of San Jose Recoletos since 2006 up to the present, handling the subjects Basic Accounting, Partnership and Corporation Accounting, Financial Accounting, Auditing and Assurance Services, and Integrated Auditing Theory.

Jun Brian B. Alenton, University of San Jose-Recoletos

is a Certified Public Accountant and he graduated Magna Cum Laude with the degree in Bachelor of Science of Accountancy at the University of San Jose – Recoletos last October 2011. He is currently pursuing his Masters’ Degree in Business Administration at the same university. Presently, he is the Junior Accountant of USJ-R and works as a part time faculty member of the Accountancy and Finance Department. He teaches financial accounting, advanced accounting cost accounting and management advisory services.

Peter Dante E. Amparado, University of San Jose-Recoletos

is a Certified Public Accountant. He received his Master in Business Education and Bachelor of Science in Commerce major in Accounting at the University of San Jose – Recoletos. After a four-year stint with SyCip, Gorres, Velayo and Co. where he started his career in public practice, Mr. Amparado decided to join his father’s firm Amparado, Ong Yiu, Sabarre and Associates and is now one of its partners. To have a different perspective of the accountancy profession, Mr. Amparado accepted an offer for a teaching posts at the University of San Jose – Recoletos in its Accountancy Department and CPA Review Center. He has been teaching in the said instituion for over 20 years and has served as its CPA Review Director for four years.

References

Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386.

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

Downloads

Published

2014-06-30

How to Cite

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

Issue

Section

Articles