Student engagement in a compulsory introductory physiology course.

Abstract

Appropriate instruments are required to determine student engagement on an undergraduate course, and in this study we evaluated a 23 item Student Course Engagement Questionnaire (SCEQ) administered to undergraduate students studying a Bachelor of Sport and Recreation degree. These students were in the first semester of a 3 year degree, and were enrolled in a compulsory introductory Human anatomy and physiology course, as part of their degree. Responses (n=115) were analysed using exploratory factor analysis, and this indicated that 4 latent factors explained >49% of the total variance. These factors were described as ‘study habits’ (7 items), ‘performance’ (6 items), participation (4 items), and emotional (4 items). Two items did not align with any latent factors. Each scale had good internal consistency, with all Cronbach’s alpha values >0.7. The factors identified in this study are consistent with those identified in a previous SCEQ evaluation, and we suggest that this instrument is appropriate to quantify course engagement in Sport and Recreation degree students. Moreover, we suggest that the scales identified within the SCEQ may be used to quantify aspects of engagement in undergraduate students studying a course in introductory Human anatomy and physiology.

SART3D: A MATLAB toolbox for spatial audio and signal processing education

“…This study considers the Student Course Engagement Questionnaire (SCEQ) originally proposed by Handelsman et al The validation of the SCEQ instrument was performed on data from undergraduates in psychology, political science, and mathematics. An exploratory factor analysis approach identified four latent factors within the SCEQ: “Skills Engagement,” “Emotional Engagement,” “Participation/interaction Engagement,” and “Performance Engagement.” Based on these four factors, the SCEQ has been shown to be a useful tool to measure course engagement in undergraduate degrees of different nature . The questionnaire has 23 equally weighted items, each assessed using a 5‐point Likert scale.…”

“…Based on these four factors, the SCEQ has been shown to be a useful tool to measure course engagement in undergraduate degrees of different nature. [51] The questionnaire has 23 equally weighted items, each assessed using a 5-point Likert scale. The 1 to 5 Likert scale indicated responses to statements where 1 indicated that the statement was much less like me, whereas 5 indicated that the statement was much more like me.…”

El engagement en la educación virtual

“…Por tal motivo, la realización de actividades prácticas (evaluación de la usabilidad) en aplicaciones móviles gratis y de libre de consumo de Internet a través de una plataforma libre de distribución y actualización de aplicaciones móviles (https://www.apklis.cu/), propició que los matriculados pudieran acceder desde sus hogares mediante la Intranet Nacional. En este sentido, se elaboraron materiales didácticos que orientaban a los estudiantes que aplicaciones móviles «descargar, instalar y evaluar» en correspondencia a su escenario laboral (BROWN y col., 2017;ELMAADAWAY, 2017;DAVIS y col., 2018;BÜCHELE, 2020).…”

Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education

“…A total score is calculated by adding up scores for all items. The SCEQ was designed for use among students in higher education and has demonstrated good internal consistency, as well as convergent and discriminant validity through its association with measures of student learning and motivation [38,39].…”