Abstract
This article seeks to demonstrate how class participation points enhance students’ engagement in response to the increasing quest for pedagogic practices to enhance engagement. This investigation is based on a six-week field study of three tutorial classes of postgraduate business management students and six semi-structured interviews with two students from each tutorial class in a UK university. The findings suggest that class participation points are useful for enhancing student engagement. Additionally, the study uncovers the role of inclusive learning strategies and autonomous support in complementing class participation points for enhancing students’ behavioural, cognitive, and emotional engagement. In particular, while the methods of class participation points, inclusive learning strategies, and autonomous support facilitate students’ behavioural and cognitive engagement, a supportive climate is considered to enhance students’ emotional engagement. The study also identifies other relevant stakeholders who can work with lecturers to facilitate engagement rather than operating in silos.
| Original language | English |
|---|---|
| Pages (from-to) | (In-Press) |
| Number of pages | 16 |
| Journal | Innovations in Education and Teaching International |
| Volume | (In-Press) |
| DOIs | |
| Publication status | E-pub ahead of print - 15 Nov 2023 |
Bibliographical note
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.Keywords
- Self-determination theory
- class participation points
- student engagement
ASJC Scopus subject areas
- Education