Exploring student engagegment practises at a South African university: Student engagement as reliable predictor of academic performance

Schreiber, Birgit; Yu, Derek

doi:10.20853/30-5-593

Cited by 43 publications

(48 citation statements)

References 7 publications

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“…Students not only develop their content knowledge through these behaviours, but also demonstrate that they are engaging with course material (Nagaoka et al 2013). Schreiber and Yu (2016) found a significant and positive relationship between student engagement and academic performance.…”

Section: Academic Behavioursmentioning

confidence: 87%

Developing non-cognitive skills in part-time students at a South African university: Overcoming negativity and supporting behavioural change

Merino

Jooste

Vermeulen

2019

SAJHE

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This article reports on the findings of an intervention aimed at assisting a group of thirty-one parttime students registered for a third year Management Accounting and Finance course to develop a range of non-cognitive skills that have been shown to positively impact academic behaviour. In addition to facilitating the teaching and learning of academic content, lecturers introduced students to academic mindsets, academic behaviours, learning strategies and social skills through roleplays and practical demonstrations. The intervention also strove to influence the context in which students learned in order to positively influence the attitudes of the students towards the course and to motivate them to acquire and practice behaviours that would support their learning. The intervention involved two action research cycles in which the researchers were able to reflect on the effectiveness of the various approaches used to encourage behaviour change and the acquisition of new skills. The findings of the study indicate that the intervention was successful in developing a range of non-cognitive attitudes, strategies and behaviours in students, with most of the cohort reporting positive changes in attitude towards their studies and the belief that academic success was indeed possible.

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Section: Academic Behavioursmentioning

confidence: 87%

Developing non-cognitive skills in part-time students at a South African university: Overcoming negativity and supporting behavioural change

Merino

Jooste

Vermeulen

2019

SAJHE

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“…The differential effect of race and gender on student outcomes has been widely explored in the literature (Bhorat, Goga and Stanwix, 2014;Gross, Torres and Zerquera, 2013;Kim, 2004;Kim and Sax, 2014;Schreiber and Yu, 2016). The effect of financial aid can be moderated by race and ethnicity (Gross, Torres and Zerquera, 2013).…”

Section: Race and Gendermentioning

confidence: 99%

Can We Afford It? The association between financial aid and time to completion in Accounting Higher Education in South Africa: A literature review

Carpenter¹,

Roos²

2020

BMR

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Internationally, research has been conducted on factors affecting students' academic success as measured by time to degree completion. Investigating these factors is important given the role of higher education in the South African context. Astin's Input-Environment-Outcome (I-E-O) model was used to analyse the factors affecting students' academic success. These included key input and environmental factors identified in prior literature such as race, gender, prior academic results, English proficiency, high school quality, family income, first-generation educational status, integration into higher education institutions, student employment and financial aid. To date, South African research on financial aid has concentrated on how financial aid improves access to higher education, however, there is very little information on how it effects on-time degree completion. This paper thus identifies a gap in the role of financial aid in assisting timely graduation and examines this phenomenon in relation to accountancy students in South Africa.

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“…Recent research conducted on student engagement at the UWC has also highlighted a number of factors which play a role in student engagement. Schreiber and Yu's (2016) study examining student engagement at the University of the Western Cape (UWC) found that engagement patterns are different across race and gender while highly correlated to academic performance. The authors were able to generalise these results onto the South African higher education system (Schreiber & Yu, 2016).…”

Section: The Case Of the University Of The Western Capementioning

confidence: 99%

“…Schreiber and Yu's (2016) study examining student engagement at the University of the Western Cape (UWC) found that engagement patterns are different across race and gender while highly correlated to academic performance. The authors were able to generalise these results onto the South African higher education system (Schreiber & Yu, 2016). Like other South African universities, UWC has also struggled with student retention and throughput.…”

Section: The Case Of the University Of The Western Capementioning

confidence: 99%

Considering the Role of Tutoring in Student Engagement: Reflections from a South African University

Duran

2017

JSAA

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Student engagement has been defined as the extent to which students are engaged in activities that higher education research has shown to be linked with high-quality learning outcomes. The ubiquitous influence of the term 'student engagement' has been felt throughout the higher education landscape. This is especially true for South African higher education where student success has been poor. South African universities have been tasked to improve the student learning experience as a component of improving success. Some of the innovative teaching and learning practices often highlighted by research which are thought to improve student engagement include: having students adopt teaching roles such as peer assessment, tutoring and mentoring. These practices are thought to promote student engagement, leading to greater student academic success. Tutoring can therefore be seen as one of the key strategies to facilitate student engagement in order to achieve academic success. The following paper considers the role of tutoring in student engagement while reflecting on strategies used at a South African university to address the challenges associated with student success.

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Exploring student engagegment practises at a South African university: Student engagement as reliable predictor of academic performance

Cited by 43 publications

References 7 publications

Developing non-cognitive skills in part-time students at a South African university: Overcoming negativity and supporting behavioural change

Developing non-cognitive skills in part-time students at a South African university: Overcoming negativity and supporting behavioural change

Can We Afford It? The association between financial aid and time to completion in Accounting Higher Education in South Africa: A literature review

Considering the Role of Tutoring in Student Engagement: Reflections from a South African University

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