Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Educational Research and Methods
In this research paper, we examine the development of an instrument designed to measure students’ in-class cognitive engagement. Cognitive engagement is a critical aspect of success in an engineering program. Students who are more engaged are more likely to succeed, but understanding how and in what ways that engagement takes place remains a challenge. In this paper, we develop a survey informed by an existing theoretical framework that links overt behaviors to cognitive states of engagement. We present the results of an initial factor analysis, the differences between anticipated structure and actual structure, and the improvements made in the subsequent iteration of the survey. Results from factor analyses suggest that in-class engagement might be defined as a combination of behavioral and cognitive scales and that further iterations are likely needed to arrive at a final composite measure of engagement at the student- and course-level.
Lutz, B. D., & Barlow, A. J., & Hunsu, N., & Groen, C. J., & Brown, S. A., & Adesope, O., & Simmons, D. R. (2018, June), Measuring Engineering Students’ In-class Cognitive Engagement: Survey Development informed by Contemporary Educational Theories Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30795
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