TEACHER ENGAGEMENT AND CLASSROOM PARTICIPATION AMONG MUSIC STUDENTS
Abstract
Teachers play a pivotal role in shaping student outcomes through their involvement, passion, and commitment. This study investigated the correlation between teacher engagement and classroom participation among 292 surveyed students. The results revealed that teacher engagement was positively correlated with classroom participation (Pearson r = 0.57, p < 0.001), signifying a moderate and positive relationship. The study assessed various domains, including Emotional Support, Organization and Management, Parental Engagement, Academic Support and Enhancement, Teacher Influence, Agency and Equity, Gender Sensitivities, and Interpersonal Dynamics, all of which received favorable ratings from students, indicating their agreement with these aspects of classroom dynamics. Based on these findings, the "Engage & Excel" program has been developed to enhance teacher engagement and create a more inclusive and participatory classroom environment, aligning with the principles of Sociocultural Theory, particularly Vygotsky’s concept of the "Zone of Proximal Development." This program empowers teachers with key strategies to promote active student engagement, ultimately fostering a conducive learning environment.
Keywords:
Engage & Excel, student engagement, learning environment, teacher engagement, classroom participationDownloads
Published
DOI:
https://doi.org/10.5281/zenodo.11616446Issue
Section
How to Cite
License
Copyright (c) 2024 Yan Chunying
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Aguillon, S. M., Siegmund, G. F., Petipas, R. H., Drake, A. G., Cotner, S., & Ballen, C. J. (2020). Gender differences in student participation in an active-learning classroom. CBE-Life Sciences Education, 19(3), ar36. https://doi.org/10.1187/cbe.19-03-0048
Ahmad, S. (2018). Teachers behavior and students classroom participation: a correlational study. Journal of Education and Practice, 9(31), 54–58.
Amerstorfer, C. M., Freiin von Münster-Kistner, C., & Amerstorfer, C. M. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in Psychology, 12, 713057. https://doi.org/10.3389/fpsyg.2021.713057
Beemer, L. R., Ajibewa, T. A., DellaVecchia, G., & Hasson, R. E. (2019). A pilot intervention using gamification to enhance student participation in classroom activity breaks. International Journal of Environmental Research and Public Health, 16(21), 4082. https://doi.org/10.3390/ijerph16214082
Bergmark, U., & Westman, S. (2018). Student participation within teacher education: Emphasising democratic values, engagement and learning for a future profession. Higher Education Research & Development, 37(5), 935–948. https://doi.org/10.1080/07294360.2018.1484708
Borup, J., Chambers, C. B., Srimson, R., & Stimson, R. (2019). Online teacher and on-site facilitator perceptions of parental engagement at a supplemental virtual high school. The International Review of Research in Open and Distributed Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.4237
Breunig, M. (2017). Experientially learning and teaching in a student-directed classroom. Journal of Experiential Education, 40(4), 362–376. https://doi.org/10.1177/1053825917690870
Burić, I., & Frenzel, A. C. (2020). Teacher emotional labour, instructional strategies, and students' academic engagement: A multilevel analysis. Teachers and Teaching, 26(5), 547–562. https://doi.org/10.1080/13540602.2020.1740194
Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (2020). Fostering student engagement with motivating teaching: An observation study of teacher and student behaviours. Research Papers in Education, 35(4), 498–519. https://doi.org/10.1080/02671522.2020.1767184
Derakhshan, A. (2021). The predictability of Turkman students' academic engagement through Persian language teachers' nonverbal immediacy and credibility.
Dewaele, J. M., & Li, C. (2021). Teacher enthusiasm and students' social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, Advance online publication. https://doi.org/10.1177/13621688211014538
Dhamija, A., & Dhamija, D. (2020). Impact of innovative and interactive instructional strategies on student classroom participation. In Advances in Social Science Research Using R, 21–36. https://doi.org/10.4018/978-1-5225-9304-1.ch002
Doño, M. J. A., & Mangila, B. B. (2021). Mathematics teacher's engagement and students' motivation to learn mathematics. Infinity Journal, 10(2), 285–300. https://doi.org/10.22460/infinity.v10i2.p285-300
Frisby, B. N., Berger, E., Burchett, M., Herovic, E., & Strawser, M. G. (2014). Participation apprehensive students: the influence of face support and instructor-student rapport on classroom participation. Communication Education, 63(2), 204–220. https://doi.org/10.1080/03634523.2014.881516
Gan, S. (2021). The role of teacher-student relatedness and teachers' engagement on students' engagement in EFL classrooms. Frontiers in Psychology, 12, 745435. https://doi.org/10.3389/fpsyg.2021.745435
Ghalley, L. R., & Rai, B. M. (2019). Factors influencing classroom participation: a case study of Bhutanese higher secondary student. Asian Journal of Education and Social Studies, 3(3), 1–10. https://doi.org/10.9734/ajess/2019/v4i330118
Guzey, S. S., & Aranda, M. L. (2017). Student participation in engineering practices and discourse: An exploratory case study. Journal of Engineering Education, 106(4), 552–574. https://doi.org/10.1002/jee.20176
Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2019). Teacher–student dialogue during classroom teaching: does it really impact on student outcomes? The Journal of the Learning Sciences, 28(2), 161–189. https://doi.org/10.1080/10508406.2019.1573730
Hussain, T., Khalid, M., & Akbar, F. (2020). Teacher immediacy and students classroom participation: a relationship study in Pakistan.
Ibarra, S. (2018). The effect of student-teacher rapport on classroom participation.
Jiang, A. L., & Zhang, L. J., (2021). University teachers' teaching style and their students' agentic engagement in EFL learning in China: A self-determination theory and achievement goal theory integrated perspective. Frontiers in Psychology, 12, 704269. https://doi.org/10.3389/fpsyg.2021.704269
Jiang, L., Yu, S., & Zhao, Y. (2019). Teacher engagement with digital multimodal composing in a Chinese tertiary EFL curriculum. Language Teaching Research, 23(5), 584–603. https://doi.org/10.1177/1362168819864975
Juuti, K., Lavonen, J., Salonen, V., Salmela-Aro, K., Schneider, B., & Krajcik, J. (2021). A teacher-researcher partnership for professional learning: Co-designing project-based learning units to increase student engagement in science classes. Journal of Science Teacher Education, Advance online publication. https://doi.org/10.1080/1046560x.2021.1872207
Khan, F. N., Ahmad, S. M., & Ahmad, N. (2014). The interplay between gender and student classroom participation: a case study of university of swat.
Kirk, C. M., Lewis, R. K., Brown, K. K., Karibo, B., & Park, E. (2016). The power of student empowerment: Measuring classroom predictors and individual indicators. Journal of Educational Research, 109(1), 46–61. https://doi.org/10.1080/00220671.2014.1002880
Klette, K., Sahlström, F., Blikstad-Balas, M., Luoto, J., Tanner, M., Roe, A., ... Slotte, A. (2018). Justice through participation: Student engagement in Nordic classrooms. Education Inquiry, 9(1), 59–76. https://doi.org/10.1080/20004508.2018.1428036
Liu, R. D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher support and math engagement: Roles of academic self-efficacy and positive emotions. Educational Psychology, 38(5), 595–613. https://doi.org/10.1080/01443410.2017.1359238
Lorenzo-Alvarez, R., Rudolphi-Solero, T., Ruiz-Gómez, M. J., & Sendra-Portero, F. (2019). Medical Student Education for Abdominal Radiographs in a 3D Virtual Classroom Versus Traditional Classroom: A Randomized Controlled Trial. American Journal of Roentgenology, 213(6), 1347–1353. https://doi.org/10.2214/ajr.19.21131
Love, A. M. A., Findley, J. A., Ruble, L. A., & McGrew, J. H. (2020). Teacher self-efficacy for teaching students with autism spectrum disorder: Associations with stress, teacher engagement, and student IEP outcomes following COMPASS consultation. Focus on Autism and Other Developmental Disabilities, 35(4), 266–276. https://doi.org/10.1177/1088357619836767
Mack, L. (2012). Does every student have a voice? Critical action research on equitable classroom participation practices. Language Teaching Research, 16(2), 143–162. https://doi.org/10.1177/1362168812436922
Martin, A. J., & Collie, R. J. (2019). Teacher-student relationships and students' engagement in high school: Does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, 111(5), 852–868. https://doi.org/10.1037/edu0000317
Mesfin, A. A. (2014). Student's classroom participation in English language teaching.
Nguyen, U. T. T., Pham, Y. H., & To, T. T. (2022). Factors influencing non-English major tertiary students' engagement in Vietnamese EFL classes: An investigation. AIJR Proceedings, 132, 8. https://doi.org/10.21467/proceedings.132.8
Pöysä, S., Vasalampi, K., Muotka, J., Lerkkanen, M. K., & Poikkeus, A. M. (2019). Teacher-student interaction and lower secondary school students' situational engagement. British Journal of Educational Psychology, 89(3), 526–543. https://doi.org/10.1111/bjep.12244
Precourt, E., & Gainor, M. (2019). Factors affecting classroom participation and how participation leads to better learning. Accounting Education, 28(4), 364–382. https://doi.org/10.1080/09639284.2018.1505530
Reeve, J., & Shin, S. H. (2020). How teachers can support students' agentic engagement. Theory Into Practice, 59(2), 79–87. https://doi.org/10.1080/00405841.2019.1702451
Roe, A., Blikstad-Balas, M., Dalland, C. P., & Dalland, C. P. (2021). The impact of COVID-19 and homeschooling on students' engagement with physical activity. Frontiers in Sports and Active Living, 2, 589227. https://doi.org/10.3389/fspor.2020.589227
Romano, L., Angelini, G., Consiglio, P., & Fiorilli, C. (2021). Academic resilience and engagement in high school students: The mediating role of perceived teacher emotional support. European Journal of Investigation in Health, Psychology and Education, 11(2), 25. https://doi.org/10.3390/ejihpe11020025
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students' school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793
Roorda, D. L., Zee, M., & Koomen, H. M. Y. (2020). Don't forget student-teacher dependency! A meta-analysis on associations with students' school adjustment and the moderating role of student and teacher characteristics. Attachment & Human Development, 22(5), 589–610. https://doi.org/10.1080/14616734.2020.1751987
Sedova, K., & Navrátilová, J. (2020). Silent students and the patterns of their participation in classroom talk. The Journal of the Learning Sciences, 29(3), 427–452. https://doi.org/10.1080/10508406.2020.1794878
Sertic, M., & Knežević, D. (2017). Kahoot! in the classroom: Student engagement technique. Nurse Educator, 42(6), 292–295. https://doi.org/10.1097/nne.0000000000000419
Stevens, R. (2015). Role-play and student engagement: Reflections from the classroom. Teaching in Higher Education, 20(2), 172–182. https://doi.org/10.1080/13562517.2015.1020778
Sung, C. C. M. (2017). Understanding classroom participation and identity negotiation: An undergraduate student's L2 learning experiences in an English-medium university in Hong Kong. Applied Linguistics Review, 8(1), 75–96. https://doi.org/10.1515/applirev-2016-1026
Thornberg, R., Forsberg, E. C., Chiriac, E. H., & Bjereld, Y. (2020). Teacher-student relationship quality and student engagement: A sequential explanatory mixed-methods study. Research Papers in Education, 35(4), 520–539. https://doi.org/10.1080/02671522.2020.1864772
Topchyan, R., & Woehler, C. (2020). Do teacher status, gender, and years of teaching experience impact job satisfaction and work engagement? Education and Urban Society, 52(5), 779–804. https://doi.org/10.1177/0013124520926161
Yang, T., Yu, M., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, Advance online publication. https://doi.org/10.1080/01443410.2022.2033168
Zacharias, N. T., & Wacana, S. (2014). Second language teacher contributions to student classroom participation: A narrative study of Indonesian learners.
Zheng, J. (2021). A functional review of research on clarity, immediacy, and credibility of teachers and their impacts on motivation and engagement of students. Frontiers in Psychology, 12, 712419. https://doi.org/10.3389/fpsyg.2021.712419
