Correlation between classroom engagement and academic performance of engineering students

Abstract

Enrollment, retention and graduation rates of students have been a challenge that requires immediate attention from stakeholders of higher education institutions. Though many students enter into engineering fields, retaining these students has been challenging for institutions across the country. If student engagement in the classroom can be improved, it may lead to higher academic performance and higher graduation rates in engineering disciplines. Student engagement in the classroom plays an important role in the overall learning process, as more engaged students appear to have better academic performance. Engagement may depend on certain intellectual, emotional, behavioral, physical, and social factors. Student engagement has been identified as an important factor because it empowers students with the ability to acquire and retain information during lectures and other classroom activities. Student engagement can be measured using different methods; such as self-reporting, observations, and recording facial expressions and gestures in the classroom. The first pilot study measures student engagement using classroom observation of the instructor and student gestures and activities, as well as student’s self-reporting. The engagement data collected from classroom observation and student self-reporting was compared with students’ academic performance to determine any correlation between academic performance and classroom engagement. Statistical analysis of the data showed weak correlation between classroom engagement and academic performance among students, those with reportedly more classroom engagement did not show better academic performance, and vise-versa. Due to limitations of this pilot study, the findings may not be conclusive and require further study. By understanding the relationship between engagement and academic performance, an intervention plan can be developed to improve the academic performance of students who have lower levels of engagement.