ABSTRACT
Studies are limited that investigate the relationship of students' attitudes toward science and their engagement in the teaching-learning process to science literacy in a higher education setting and within the context of a pandemic. Hence, this cross-sectional, correlational study seeks to determine if (1) students' attitudes toward science are significantly related to science literacy;(2) student course engagement is significantly related to science literacy;(3) students' attitudes toward science and their course engagement are significant predictors of science literacy. 67 undergraduate students taking the mandated Science, Technology, and Society during the second semester of the academic year 2020 to 2021 in an institution of Jesuit higher education in the Philippines were surveyed in this study. Results revealed that 1) there is a positive moderate relationship between students' attitudes toward science and science literacy (p < 0.001);2) there exists a positive strong relationship between student course engagement and science literacy (p < 0.001);3) both students' attitudes toward science (p = 0.02) and their course engagement (p < 0.001) are significant predictors of science literacy. Such results can be helpful in (re)designing science education in a higher education setting and within the context of a pandemic. Copyright 2022. © by the International Institute of Informatics and Systemics. All rights reserved.
ABSTRACT
COVID-19 has dramatically changed the process of teaching, as educational institutions replaced in-person teaching with online teaching to ensure educational continuity while managing the spread of the contagious disease. Drawing on the multifaceted concept of engagement, engagement is addressed as a sole construct. The present study adapted Student Course Engagement Questionnaire (SCEQ) to explore the impact of online teaching through Blackboard on English as foreign language (EFL) college students’ engagement in writing. The study sample included 148 students. The results of the present non-experimental study generally indicated that online learning through Blackboard positively influenced the engagement of Saudi EFL learners. However, it is essential to note that the students showed a high level of engagement in terms of skills engagement. In contrast, the levels of engagement were moderate for the other three elements of engagement: Emotional, participation/interaction, and performance. The findings also demonstrated that the students perceived the learning experience positively. The participants valued the various virtues offered by online learning platforms, specifically Blackboard. Consequently, it is recommended that using Blackboard features such as blogs, breakout groups, and videoconferencing will help foster educational practices locally and internationally. © 2022. Turkish Online Journal of Distance Education. All Rights Reserved.
ABSTRACT
As a result of the COVID-19 pandemic, most learning around the world has been transferred online. Learners who previously engaged in traditional learning now face a new challenge, a distinctive rise in e-learning. This drastic change could impact their learning behavior and acceptance of the change. As a result, their learning engagement could be affected massively. The present study therefore explores learners' level of engagement in online courses using a designated school platform within the context of Saudi Arabia. A reliable measure was implemented in the study based on the Student Course Engagement Questionnaire (SCEQ). A survey was consequently conducted in a high school in Saudi Arabia, with a sample of 379 female English as a foreign language (EFL) learners studying a general English language course. The results revealed a high level of engagement among EFL Saudi learners. This helped to generate recommendations to improve EFL practices, primarily through the use of an online environment either at the national level in the Saudi context or the international level. (PsycInfo Database Record (c) 2022 APA, all rights reserved)