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Instructional Improvement and Student Engagement in Post-Secondary Engineering Courses: The Complexity Underlying Small Effect Sizes

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Title: Instructional Improvement and Student Engagement in Post-Secondary Engineering Courses: The Complexity Underlying Small Effect Sizes
Language: English
Authors: Hilpert, Jonathan C., Husman, Jenefer
Source: Educational Psychology. 2017 37(2):157-172.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2017
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: REC0960551
REC0546856
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Instructional Improvement, Engineering Education, College Faculty, Qualitative Research, Achievement Gains, Faculty Development, Research Universities, Observation, Quasiexperimental Design, Comparative Analysis, Teacher Attitudes, Teacher Surveys, Effect Size, Student Attitudes, Learner Engagement, Statistical Analysis, Prior Learning, Reflection
DOI: 10.1080/01443410.2016.1241379
ISSN: 0144-3410
Abstract: The current study leveraged a professional development programme for engineering faculty at a large research university to examine the impact of instructional improvement on student engagement. Professors who participated in the professional development were observed three times and rated using an existing observation protocol. Students in courses with instructors who participated and did not participate in the professional development were surveyed about their classroom engagement. The responses were used to conduct quasi-experimental comparisons. Results indicated that students in courses with professors who participated in the professional development self-reported 3% more behavioural and 2% more cognitive engagement than students with professors who did not participate. Within professional development group, follow-up comparisons showed that students in courses with the highest rated instructors self-reported 7% more cognitive engagement than students with lower ranked professors. Thematic coding of the qualitative data suggests that the highest rated instructors may have achieved these gains through the use of three domain general instructional strategies: activating prior knowledge, facilitating classroom interaction and promoting reflection. Findings are contextualised within extant literature reporting similar effect sizes, and implications for future engagement research from a classroom systems perspective are discussed.
Abstractor: As Provided
Number of References: 66
Entry Date: 2017
Accession Number: EJ1127857
Database: ERIC
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  Data: Instructional Improvement and Student Engagement in Post-Secondary Engineering Courses: The Complexity Underlying Small Effect Sizes
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/01443410.2016.1241379
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  Data: 0144-3410
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The current study leveraged a professional development programme for engineering faculty at a large research university to examine the impact of instructional improvement on student engagement. Professors who participated in the professional development were observed three times and rated using an existing observation protocol. Students in courses with instructors who participated and did not participate in the professional development were surveyed about their classroom engagement. The responses were used to conduct quasi-experimental comparisons. Results indicated that students in courses with professors who participated in the professional development self-reported 3% more behavioural and 2% more cognitive engagement than students with professors who did not participate. Within professional development group, follow-up comparisons showed that students in courses with the highest rated instructors self-reported 7% more cognitive engagement than students with lower ranked professors. Thematic coding of the qualitative data suggests that the highest rated instructors may have achieved these gains through the use of three domain general instructional strategies: activating prior knowledge, facilitating classroom interaction and promoting reflection. Findings are contextualised within extant literature reporting similar effect sizes, and implications for future engagement research from a classroom systems perspective are discussed.
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  Data: EJ1127857
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      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Engineering Education
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      – SubjectFull: College Faculty
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      – SubjectFull: Effect Size
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Prior Learning
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