Student Engagement and Academic Performance of Students of Partido State University

Delfino, Armando P.

doi:10.24191/ajue.v15i3.05

Cited by 91 publications

(100 citation statements)

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“…The quality of the instructor will greatly determine the learning outcomes (Kaplan & Owings, 2001). Likewise, the involvement of students in the teaching and learning process will also affect student achievement (Delfino, 2019). So, in the learning process, the teachers are obliged to activate students.…”

Section: Methodsmentioning

confidence: 99%

Management of Quality Improvement on Course and Training Institutions

2020

JK6EM

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Course and Training Institution (LKP) comes in informal education intending to prepare the ready to work students and increase their quality of life. However, some problems are faced by LKP. That is why; the number of LKP which are still operated at present is decreasing significantly. To solve this issue, this research aims to describe several things, such as (1) program planning; (2) program implementation, (3) program evaluation in quality improvement; and (4) the obstacles faced by LKP. The data collecting techniques used in this research are observation, interview, and documentation. The data analysis is done qualitatively by using the model of interactive analysis. It comes in three different steps. Those are data reduction, data display, and conclusion drawing/verification. Based on the data analysis result, it was found that: (1) LKP program planning is done every beginning of the year by considering 8 national education standards; (2) program implementation is done by giving 70% practice portion and 30% theory; (3) program evaluation is done through the summative test and partnership evaluation. Meanwhile, the evaluation quality enhancement is done by using 8 standards of national education; and (4) the obstacles faced are the lack of students' desire for the available program studies so that the programs are then closed. The efforts done by LKP is by giving the job guarantee, provision of dormitories, and innovation by opening the new program studies. From those findings, it is recommended that the head of BP-PAUD Dikmas must create cooperation with the Labor Institution to distribute the LKP graduates. Besides, the LKP management must increase the partnership and expand its networking and program through training and skill cooperation with the business and working world.

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Section: Methodsmentioning

confidence: 99%

Management of Quality Improvement on Course and Training Institutions

2020

JK6EM

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“…Since HEIs exist for their satisfaction, the depth of student involvement is strongly attached to desirable QA outcomes, Peck et al (2016) further note it also helps students develop their skills in synchrony with industry requirements in a fun way. Delfino (2019) locates student engagement within three dimensions which are behavioural, emotional, and cognitive which he says resonate well with student academic performance. It is through these dimensions that students develop feelings and connect to peers, professors, and institutions in affiliate ways that are instrumental in enriching the learning experience and environment (Hanrahan 1998).…”

Section: Theoretical Framework Of Analysis: Student Involvement Theorymentioning

confidence: 95%

Quality Assurance-Student Involvement Confluence: Exploring Gaps and Implications for Higher Education Institutions in Zimbabwe

Ncube¹

2020

SAJHE

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Since postulation, the student involvement (SI) theory of development by Alexander Astin has been crucial in reconfiguring and maximizing the higher education experience through improving the quality. Student-input is instrumental in examining student-experience and managing the quality in higher-education-institutions (HEIs). Amidst industrial revolutionary technologies that transcend bureaucratic procedures governing HEIs, involving students, most of whom are technologically savvy, potentially sparks innovation. Transitioning from education 3.0 to doctrine education 5.0 has implications of quality assurance (QA)-student involvement (SI) confluence on Zimbabwe's HEIs. Two out of nine HEIs in Matabeleland were selected for convenience of location. Findings show SI should precede QA outcomes although HEI practices do-not reflect this important means-to-an-end-relationship. To attain quality under the doctrine, SI must satisfy students on all doctrine 5.0's standards. Few HEI-programmes target SI for QA. Programming gaps affect student-learning, hence innovative learning-systems must respond to evolving societal-needs and satisfy students-diversity including in curriculum-development; staff-quality; and research and development-projects. Thus, SI reflects placation at best and tokenism at worst. Government/HEIs must export leading academics, fund their attainment of updated skills-set from modernised countries, and deploy them to reorient HEI programmes while concurrently modernising industries to ensure newly attained skills have platforms for applicability.

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“…According to [15], emotional engagement was positively correlated to the academic performance of the students. The greater the affective engagement of the students the better the performance.…”

Section: Affective Engagementmentioning

confidence: 99%

Metacognitive Strategies: Instructional Approaches in Teaching and Learning of Basic Calculus

Mariano¹,

Ancheta²

2021

IJAEMS

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The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students' learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.

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Student Engagement and Academic Performance of Students of Partido State University

Cited by 91 publications

References 0 publications

Management of Quality Improvement on Course and Training Institutions

Management of Quality Improvement on Course and Training Institutions

Quality Assurance-Student Involvement Confluence: Exploring Gaps and Implications for Higher Education Institutions in Zimbabwe

Metacognitive Strategies: Instructional Approaches in Teaching and Learning of Basic Calculus

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