Browsing by Subject "Student Engagement"

Now showing 1 - 3 of 3
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    Apoyo a la autonomía como factor predictivo del compromiso estudiantil en la enseñanza superior
    (Universiad de Murcia. Servicio de Publicaciones, 2026) Arias Blanco, José M.; Burguera Condon, Joaquín L.; Cedillo-Quizhpe, Cristina; Sin departamento asociado
    Teacher autonomy support is defined as teacher's instructional effort to identify and strengthen students' internal motivational resources and autonomy. Furthermore, the study made use of concept of student engagement, which is a multidimensional construct that represents the interaction between the individual and the context. Students tend to show higher levels of engagement when they perceive that teachers support their autonomy. In consequence,the primary objective of this paper is to ascertain the role of perceived autonomy support as a predictor of university students' academic engagement.A probabilistic sample of 601 students from a public university in Ecuador participated in correlational-explanatory research, which entailed the completion of two questionnaires. The data analysis included hierarchical multiple linear regression analysis. The principal result shows that the greater the teachers’ support for autonomy, the higher the levels of student engagement. Therefore, is possible to conclude that autonomy support is a significant predictor of student engagement. This suggests that learning climates and strategies which foster student autonomy should be prioritised over more controlling climates and strategies.
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    Improving students' martial arts skills and fitness through an innovative e-module
    (Universidad de Murcia. Servicio de Publicaciones, 2025) Risma, Nova; Bakhtiar, Syahrial; Umar; Zarya, Fiky
    The aim of this study was to develop the Physical Education, Sports, and Health module by incorporating pencak silat material along with physical fitness activities to enhance the physical fitness of seventh-grade students. The Borg and Gall model, which comprises potential and issues, data gathering, product design, design validation, design revision, product testing, and product revision, was the research methodology that was employed. Lecturers, instructors, and students composed the research population. Validation sheets were used for validators and questionnaires were used for students during the data gathering phase. Professionals in the martial arts used a grid to evaluate students' skills. In the meanwhile, to evaluate students' physical fitness, the Harvard Step Up Test was used. The following results were obtained: 1) The last module (E) is highly practical to utilize as martial arts lesson material for class VII students, along with physical fitness training exercises. 2) Utilizing e-modules to learn can enhance students' proficiency in fundamental martial arts techniques. 3) Students' physical fitness improves when physical fitness training exercises are integrated with martial arts skills. In conclusion, the pencak silat learning e-module, which is backed by physical fitness training, is deemed extremely viable to be utilized as teaching material and enhance students' physical fitness.
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    Student engagement in hybrid approaches to teaching in higher education
    (Universidad de Murcia. Servicio de Publicaciones, 2023) Rijst, Roeland van der; Guo, Pengyue; Admiraal, Wilfried
    Prospective benefits of hybrid teaching arrangements have attracted attention of many educational administrators of higher education institutes (HEIs). Hybrid teaching is a teach-ing format in which some students and the teachers are physically present on campus, while at the same time other students are present online. The prospective benefits of this type of education are that students can choose to participate online or in class. This study examines student engagement and motivation in hybrid teaching in various disciplinary settings. Student engagement and motivation were measured through questionnaires and semi-structured inter-views with students. Teachers shared their experience with hybrid teaching in semi-structured interviews. The analysis of the questionnaire data showed that both on-campus and online students who attend classes with autonomous motivation showed more classroom engagement and more classroom interaction than students with less autonomous motivation. The analysis of the interview transcripts provided in-depth insight into the engagement and interaction of students and teachers in hybrid teaching settings. The interviews revealed that interactions with online students were less frequent and less powerful than with their on-campus peers. As not all learning objectives can best be met with a hybrid arrangement, it is advisable to use hybrid teaching arrangement only for those courses that cannot be taught at the campus only.