Impact of Student Engagement on Academic Performance and Quality of Relationships of Traditional and Nontraditional Students

Abstract

The purpose of this study was to determine the impact of the level of student engagement on academic performance and the quality of relationships with students, faculty, and administrative personnel of traditional and nontraditional students. This study sought to determine if there was a significant difference in academic performance of traditional and nontraditional college students based on the level of student engagement. The researcher examined data from both traditional and nontraditional students to consider the impact the level of student engagement had upon the quality of relationships with other students, faculty, and administrative personnel. Furthermore, the study sought to determine if there was a significant difference in the quality of relationships with other students, faculty, and administrative personnel between traditional and nontraditional college students. There was a significant difference between traditional and nontraditional students based on academic performance and level of student engagement. Traditional students had higher levels of student engagement; however, nontraditional students had higher levels of academic performance. Level of student engagement had a significant impact on the quality of relationships with other students, faculty, and administrative personnel for both traditional and nontraditional students. Specifically, level of student engagement had the greatest impact upon quality of relationships with faculty for both traditional and nontraditional students. Furthermore, there was a significant difference in the quality of relationships with other students, faculty, and administrative personnel. Nontraditional students had the highest quality of relationships with faculty and administrative personnel, and traditional students had the highest quality of relationships with other students.

Investigating Relationship of Perceived Learning Engagement, Motivation, and Academic Performance Among Nursing Students: A Multisite Study

“…Konold et al (2018); 48 Hudson and Carrasco (2015) 2 reported that school climate that sustain key features of creativity, collaboration, active learning, and integrative thinking are associated with higher student engagement in schools. Consistent with previous literature, Courtner (2014) 51 further added that student-faculty interaction, supportive campus environment, and enriching educational experiences was the highest benchmarks of the student engagement process for traditional students. Despite the fact that the independent role of teacher–student relationship was insufficiently perceived by student as important engagement facilitator, role of teacher in enhancing the teaching–learning environment cannot be ignored.…”

“…Literature shows that quality of relationships with peers has an important critical role for peer academic support that can foster students sense of belonging, academic achievement and learning engagement. 2 , 51 With regard to students’ perceived relevance and control of school work, Wang and Eccles (2013) 53 reported that greater learning is more common when the curriculum includes meaningful topics that reflect students’ personal goals and interests. Wood (2020) 54 reported that students who viewed themselves as having control over opportunities to show their competencies are more likely to self-report as engaged.…”

Teacher grit berbasis pesantren untuk meningkatkan keterlibatan siswa

“…Siswa atau santri yang terlibat penuh dalam mengikuti kegiatan di sekolah maupun pesantren menjadi faktor penting yang menentukan keberhasilan akademik maupun pencapaian prestasi siswa (Ganotice & King, 2014;Ong, 2016;Kim et al, 2015). Siswa yang terlibat mengikuti berbagai kegiatan di sekolah, secara emosional merasa memiliki sekolah atau pesantren akan sepenuhnya mengikuti berbagai kegiatan yang ada di sekolah, selain itu, siswa juga mampu mengembangkan potensi yang dimilikinya (Courtner, 2014;Slick & Lee, 2017). Oleh karena itu penting sekali memperhatikan tingkat maupun kualitas keterlibatan siswa dalam mengikuti berbagai kegiatan siswa di sekolah, baik secara kognitif, emosi maupun secara behavioral.…”