Multidimensional research on university engagement using a mixed method approach
DOI:
https://doi.org/10.5944/educxx1.28561Palabras clave:
Learner engagement, classroom environment, higher education, perception testAgencias Financiadoras:
Instituto de Ciencias de la Educación, Universitat de GironaResumen
The commitment or academic implication (engagement) of university
students has become a fundamental element for their welfare and academic
performance and, furthermore, it is also related to their professional future
and social commitment. For this reason, the definition of the concept and the
provision of assessment strategies and tools are essential to know the learning
experiences that lead to enhancing the academic involvement of the students.
To develop our research, we have used a mixed quantitative and qualitative
methodology: exploratory and confirmatory factor analysis on the one hand,
and discussion groups using the nominal groups technique on the other hand.
We have set three different objectives: first, to delve into the multidimensional
model of the construct; second, to validate a questionnaire that allows for
evaluation of the students’ perception of the learning methodologies used in
the classroom; and third, to check the manageability of the nominal groups
as a qualitative method of analysis. The results demonstrate that our new
proposal provides a statistically valid instrument aimed at determining the
perceptions of own engagement and an effective, efficient and motivating
qualitative method for students. However, regarding the multidimensionality
of the construct, contrary to the more accepted theoretical point of view that
considers three dimensions of engagement (behaviour, cognition and emotion),
our results only reveal two dimensions (cognitive-emotional and behavioural).
In the discussion and comments section we give possible explanations for this
contradiction.
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