Work-in-Progress: Effect of Instructional Practices on Students' Engagement and Performance
- Conference
- Location
-
Portland, Oregon
- Publication Date
-
June 23, 2024
- Start Date
-
June 23, 2024
- End Date
-
July 12, 2024
- Conference Session
-
Educational Research and Methods Division (ERM) Technical Session 3
- Tagged Division
-
Educational Research and Methods Division (ERM)
- Tagged Topic
-
Diversity
- Permanent URL
-
https://peer.asee.org/48536
Paper Authors
Umer Farooq Texas A&M University
Umer Farooq is a Ph.D. student in the Multidisciplinary Engineering Department at Texas A&M University, with a focus on Engineering Education. Umer is part of the Learning Enhancement and Applications Development Lab (LEAD Lab). Umer contributes to research initiatives centered on educational, instructional, and workforce development in the manufacturing sector. His efforts align with the mission of the Texas A&M University Gulf Coast Center of Excellence (GCCoE), where he collaborates on diverse projects aimed at enhancing learning experiences for students, trainees, and professionals.
Saira Anwar
Texas A and M University
orcid.org/0000-0001-6947-3226
Saira Anwar is an Assistant Professor at the Department of Multidisciplinary Engineering, Texas A and M University, College Station. She received her Ph.D. in Engineering Education from the School of Engineering Education, Purdue University, USA. The Department of Energy, National Science Foundation, and industry sponsors fund her research. Her research potential and the implication of her work are recognized through national and international awards, including the 2023 NSTA/NARST Research Worth Reading award for her publication in the Journal of Research in Science Teaching, 2023 New Faculty Fellow award by IEEE ASEE Frontiers in Education Conference, 2022 Apprentice Faculty Grant award by the ERM Division, ASEE, and 2020 outstanding researcher award by the School of Engineering Education, Purdue University. Dr. Anwar has over 20 years of teaching experience at various national and international universities, including the Texas A and M University - USA, University of Florida - USA, and Forman Christian College University - Pakistan. She also received outstanding teacher awards in 2013 and 2006. Also she received the "President of Pakistan Merit and Talent Scholarship" for her undergraduate studies.
Abstract
Prior research has focused on examining the effectiveness of student-centered instructional practices in conceptually hard STEM courses. However, the effectiveness was measured mainly by comparing the improvements in students' learning outcomes in new practice against the traditional approach. Since instructional practices are at the heart of effective teaching, a lack of student-based investigation may lead to important but often neglected research dimensions. These dimensions include: 1) Understanding students' perceptions of new practices. 2) real-time accounts of class that could influence students' perceptions 3) Understanding the impact of these perceptions on students' engagement and performance. Drawing from the ICAP (Interactive, Constructive, Active, and Passive) framework, this work-in-progress study provides the research design to comprehend how students' perspective affects their learning and engagement. We propose an investigation using two research questions: 1) how do real-time accounts of the instructional practices in the classroom relate to students' perceptions? And 2) How do student perceptions of instructional practices affect their engagement and performance? This work-in-progress study explains the design using a cross-sectional quantitative approach. More specifically, we suggest the methodologies for data collection and analysis. We also describe the future directions for the future full paper.
Farooq, U., & Anwar, S. (2024, June), Work-in-Progress: Effect of Instructional Practices on Students' Engagement and Performance Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48536
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2024 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015