Session
Education and Development
Description
Becoming skilled readers, writers, speakers, listeners, and thinkers requires ample opportunity for practice, authentic reasons for communicating, and effective instructional support (Marzano, 1992). To achieve competence in literacy, students must be motivated to engage with literacy tasks and to improve their proficiency as readers and writers. Instruction and practice then provide the coaching and feedback necessary to gain competence. Increased competence inspires continued motivation to engage (Irvin, 2007). This paper researches three levels on student engagement and how those levels can be enhanced. It first discovers behavioral engagement from students to reveal if behaviors have an influence in the learning process, then it identifies cognitive engagement of students about knowledge and acquirements students have for engagement and lastly, it aims to find the emotional engagement through students’ perceptions and opinions.
Keywords:
student engagement, learning process, education, motivation
Session Chair
Fatbardha Qehaja
Session Co-Chair
Trendeline Haliti
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-437-69-1
Location
Pristina, Kosovo
Start Date
27-10-2018 10:45 AM
End Date
27-10-2018 12:15 PM
DOI
10.33107/ubt-ic.2018.126
Recommended Citation
Sefedini, Marigona, "Examining student engagement in the learning process" (2018). UBT International Conference. 126.
https://knowledgecenter.ubt-uni.net/conference/2018/all-events/126
Previous Versions
Included in
Examining student engagement in the learning process
Pristina, Kosovo
Becoming skilled readers, writers, speakers, listeners, and thinkers requires ample opportunity for practice, authentic reasons for communicating, and effective instructional support (Marzano, 1992). To achieve competence in literacy, students must be motivated to engage with literacy tasks and to improve their proficiency as readers and writers. Instruction and practice then provide the coaching and feedback necessary to gain competence. Increased competence inspires continued motivation to engage (Irvin, 2007). This paper researches three levels on student engagement and how those levels can be enhanced. It first discovers behavioral engagement from students to reveal if behaviors have an influence in the learning process, then it identifies cognitive engagement of students about knowledge and acquirements students have for engagement and lastly, it aims to find the emotional engagement through students’ perceptions and opinions.