Browsing by Subject "Student engagement"
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    Developing student leadership readiness, core leadership skills to enhance student engagement through organization development intervention: action research at Zhejiang Yuexiu University of foreign languages in Zhejiang Province, The people’s republic of China
    ( 2021) Li, Bing ; Kim, Seongdok
    Student leadership development has captured increasing concern in the field of education. Leadership plays an integral part in the fulfillment of 21st-century skills, namely, career and life skills,toadapt to the changing circumstancesand the need to cultivate talent. The present action research aimed to utilize effective OD interventions to develop students’leadership readiness and core leadership skills to enhance student engagement in campus-basedextracurricular activities in a privateuniversity in China. The action research was conducted in three stages:Pre-ODI, ODI, and post-ODI, starting with diagnosing problems in student leadership, followed by planning, intervening, assessing, and reinforcing. For the eight-month OD intervention, the sample consisted of80 freshmen randomly selected from the student organization. They werecategorizedinto two groups: an experimental group with ODIs and a control group without ODIs. Data werecollected by survey questionnaires,one-to-oneinterviews, andfocusgroupinterviews, using qualitative and quantitative research methodology.Results of the Paired Sample T-Test proved that there were statistically significant differences between the experimental group and the control group after ODIs. Students reported significant gains in leadership readiness and core leadership skills. Therewas a causal relationship among leadership readiness, core leadership skills, and student engagement. The results of the research suggest that purposeful leadership programs should be promoted in the form of offline and online extracurricular activities to cultivate leadership competency beginning with inward leadership and manifesting in outward leadership.
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    Enhancing teaching effectiveness to foster student academic motivation and student engagement in the EFL classroom through organization development interventions: an action research of Zhejiang Yuexiu University of Foreign Languages in China
    ( 2020) Feng, Xiaolong ; Kim, Seongdok
    The issue of student engagement is crucial in that it is not only conductive to students’ academic development, but also influences their everyday experiences, both socially and physiologically. So far, there is a dearth of empirical research on implementing ODI to effectively foster student engagement in Chinese EFL classroom. Thus, a systematic inquiry through action research is considered necessary and imperative. This current research focused on enhancing teaching effectiveness to foster student academic motivation and engagement in the EFL classroom by implementing ODI. The sample was 82 freshmen from two parallel classes. The experimental group was exposed to organization development interventions, including appreciative inquiry, goal setting, team building, differentiated instruction, whereas the comparison group received no intervention. Mixed research methods were adopted to collect and analyze the data. The paired-samples t test showed that there was statistically significant difference in student academic motivation and engagement for the experimental group between pre-ODI and post-ODI while there was no statistically significant difference for the control group. The Pearson’s Correlation Coefficient showed that there was a very strong positive relationship between academic motivation and student engagement. The qualitative analysis of students’ reflection reports and classroom observation feedback by three instructors justified how the ODIs employed in this research enhanced student academic motivation and student engagement. Based on the findings, critical recommendations for further research were discussed.
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    Improving collaborative learning, student engagement and student performance through an experiential learning cycle: a case of Chinese exchange students of an undergraduate program
    ( 2018) Wenting, He ; Sirichai Preudhikulpradab
    The main purpose of this research is to improve collaborative learning, student engagement and student performance through an Experiential Learning Cycle. The target group was the 36 Chinese students who study “Business and Social Entrepreneurial” subject and are currently attending Chinese Exchange program. It is the case study of private university in Thailand. Instructional Development intervention was designed and applied using Kolb’s Experiential Learning Cycle and Organization Development and Change Management theories. Class activities were designed to match with students’ preferences and course syllabus. Research instruments used in this study consisted of structured questionnaire, interview checklist and reflection. The students’ performance was observed during and after class activities. Moreover, the academic achievement data through in class participation and examination were collected and analyzed. The data was analyzed using T-test, it showed that there was slight improvement in students’ cooperation, engagement and performance after implementing IDIs. The students’ cooperation increased by 0.51, the students’ engagement increased by 0.43 and the average mean of students’ performance increased by 0.45. Moreover, the P-value of each variable was less than the significance level of 0.05. This could imply that there was a significant difference between pre and post implementation on students’ cooperation, engagement and performance.
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    A strategic leadership model for teacher evaluation using walkthroughs for student engagement at international school in Thailand
    (Assumption University Press, 2018) McGrath, John ; Sangob Laksana
    This study used a multi-method approach to develop a model that changed the focus of teacher evaluation by using walkthroughs to guide teacher evaluation in order to increase student engagement utilizing a strategic leadership model. The objectives were (1) to explore the current practices in teacher evaluation, walkthroughs, and student engagement, (2) to determine the current practices of teacher evaluation, walkthroughs and student engagement at international schools in Thailand, (3) to develop the proposed strategic leadership model in teacher evaluation using walkthroughs to increase student engagement, and, (4) to implement the proposed strategic leadership model in teacher evaluation using walkthrough to increase student engagement in an international school in Bangkok. Current practices regarding teacher evaluation were established by using a content analysis-based questionnaire sampling schools registered with the International Schools Association of Thailand. The results of the questionnaire and the focus group interviews conducted, pointed to a major problem with teacher evaluation and its implementation. Current models of teacher evaluation and the leadership behind them were not effective. A new strategic leadership model was developed to use walkthroughs to improve student engagement. The model was implemented at a family of international schools in Bangkok over a six-month period. Walkthroughs gauging student engagement in areas of curriculum, instruction, environment and learning were conducted at the beginning and end of the trial period. A paired sample t-test was used to measure for statistical significance. In each of the four areas the findings were significant thereby validating the strategic leadership model and its application.
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    Student engagement and their equity in their engagement in the Thai context
    (Assumption University Press, 2020) Mohandas, Punam ; Adisorn Vinitwatanakhun
    This study measured the level of engagement shown by Thai undergraduate students taking the upper intermediate English course at a private international university and ascertained what teachers can do to enrich the student engagement. It is the researchers’ intention to present this information as being relevant in the Thai context, as currently, there is not much research available in this regard. The study also explored the premise that students have an equity in their own learning and engagement. The researchers conducted a questionnaire survey and interviews among Thai students studying English courses at the university level. Findings within the framework of 23-questions and the interviews revealed satisfactorily high levels of engagement. In particular, students’ interest in attendance and punctuality do much to prove the point concerning student engagement – unless students show an equal level of responsibility towards their own growth, learning and achievements, student engagement by itself will fail to accomplish noteworthy results. Respect for the teacher was also at a significantly high level, proving the point of this study that the cultural ethos of a country (such as Thailand) must be taken into account whilst being an educator in that country.
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    Teacher Professional Development Program: a case study on Appreciative Teacher Professional Development (ATPD) at Adventist Ekamai School (AES), Bangkok
    ( 2015) Charnchai Denduangruedee ; Villavicencio, Salvacion E.
    This research aims to examine the applicability of Appreciative Inquiry (AI) and Whole Brain Literacy (WBL) concepts into designing an effective Teacher Professional Development/Transformation program. The study was conducted on Adventist Ekamai School (AES), a small private Christian school with the main objective to help AES develop/transform its teachers and increase their levels of Teacher Efficacy and Pedagogical Content Knowledge. An Action Research was employed in this study covering a combination of qualitative and quantitative methods was used for data collection, analysis, and interpretation. The subject of the study involved 36 teachers and 219 students at AES. The research findings indicated that, after ODI Implementation, AES teachers became more aware of the significance of Teacher Efficacy, Pedagogical Content Knowledge and Student Engagement towards their teaching role and various stakeholders of the school. They also voluntarily performed behavioral changes necessary for achieving the new set of shared goals that they collectively formulated during the ODI Implementation stage. In conclusion, the action research served as a tool that drives AES towards the first step towards transformational change. However, a long term commitment from the school management team would be vital in determining the success of this transformational process and goals achievement. Future studies may employ different activities such as ODI that are suitable in different contexts to test the applicability and extend the validity of the models developed from this study.
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