The Impact of Engagement on Student Learning
Abstract
Colleges and universities are faced with ever-increasing pressure to improve student outcomes which ultimately impact retention, perseverance, and completion (Zepke & Leach, 2005; Astin, 1999). Literature suggests that student engagement may have an impact on these outcomes (Astin, 1999; Pascarella & Terenzini, 2005; Kuh, 2009). Studies show students whoare actively engaged in learning learn more, learn better, and actually enjoy the classroom experience (Park, 2003). This study, therefore, addressed the issue of student engagement through the lens of the student perspective. Employing semi-structured interviews and observations, eight composition students and their instructor from a small, private university in Western New York participated in this qualitative study. This research sought to understand how student identity, classroom practices, and intrinsic motivation impact student engagement. The results suggested that at the core of student engagement is a bond between teacher and students. A relationship of mutual respect and trust heightens student engagement, as does a variety of active learning experiences. Those personal, academic, and professional goals that many students bring to class also impact engagement.