Measuring student engagement in an introductory anatomy and physiology course

Simple item page
aut.relation.endpage501
aut.relation.issue5en_NZ
aut.relation.journalInternational journal of innovation and research in educational sciencesen_NZ
aut.relation.pages5
aut.relation.startpage497
aut.relation.volume5en_NZ
aut.researcherBrown, Stephen
dc.contributor.authorBrown, Sen_NZ
dc.date.accessioned2018-09-17T05:09:28Z
dc.date.available2018-09-17T05:09:28Z
dc.date.copyright2018-09-01en_NZ
dc.date.issued2018-09-01en_NZ
dc.description.abstractSurveys which measure student engagement should be simple and convenient to use, yet robust enough to capture meaningful data. In the current study, a 10-question survey was used to measure 3 constructs of student engagement, these being cooperative learning, cognitive challenge, and personal skills. These were measured in an introductory undergraduate Human anatomy and physiology course. With 407 respondents, the internal reliability of the sub-scales was good (Cronbach alpha values > 0.8). Data indicated that a large proportion of students did not engage cooperatively in the classroom by either not asking questions or not working with others. Also, more than 40% of students neither worked with classmates outside the classroom nor helped tutor classmates during class. Students (65%) reported that the course required them to be independent learners, and only 37% of students reported that they were encouraged to demonstrate the skill of working and learning effectively with other individuals. Written feedback from students indicated that engagement in educationally purposeful activities (e.g. tutorials) was one of the best aspects of the course. Measuring engagement in an introductory anatomy and physiology course can provide an early indication of the student experience
dc.identifier.citationInternational Journal of Innovation and Research in Educational Sciences, Volume 5,Issue 5, Sept. 2018
dc.identifier.urihttps://hdl.handle.net/10292/11814
dc.relation.urihttp://www.ijires.org/index.php/issues?view=publication&task=show&id=424
dc.rightsIJIRES is multidisciplinary journal of educational research and innovation. It is an open access bi -monthly journal that publishes research outcomes with significant contributions to the understanding and improvement of the educational processes. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectFirst year undergraduates; Physiology education research; Engagement
dc.titleMeasuring student engagement in an introductory anatomy and physiology courseen_NZ
dc.typeJournal Article
pubs.elements-id343767
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Health & Environmental Science
pubs.organisational-data/AUT/Health & Environmental Science/Interprofessional Health
pubs.organisational-data/AUT/PBRF
pubs.organisational-data/AUT/PBRF/PBRF Health and Environmental Sciences
pubs.organisational-data/AUT/PBRF/PBRF Health and Environmental Sciences/HI Interprofessional 2018 PBRF
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
IJIRES_1369_FINAL.pdf
Size:
878.97 KB
Format:
Adobe Portable Document Format
Description:
Journal article
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
AUT Grant of Licence for Tuwhera Aug 2018.pdf
Size:
276.29 KB
Format:
Adobe Portable Document Format
Description:
Download
Collections
School of Interprofessional Health Studies