:: Volume 28, Issue 1 (spring 2018) ::
MEDICAL SCIENCES 2018, 28(1): 58-65 Back to browse issues page
The role of teaching-learning environment on student engagement in medical science students
Mehrandokht Nekavand 1, Parivash Jafari * 2, Hamidreza Arasteh 3
1- 1PhD Candidate of Higher Education Administration, Department of Management and Economy Islamic Azad University Science and research Branch, Tehran, Iran 2 Instructor, Faculty Member of Islamic Azad University Tehran Medical sciences Branch, Tehran, Iran
2- Associated Professor of Educational Administration, Department of Management and Economy, Islamic Azad University Science and Research Branch, Tehran, Iran , pjaafari@yahoo.com
3- Professor of Higher Education Administration, Department of Management, Kharazmi University, Tehran, Iran
Abstract:   (667 Views)
Background: Student engagement is one of the main factors affecting academic success. The main purpose of this study was to determine the role of teaching- learning environment on student engagement.
Materials and methods: In this descriptive study, 364 students affiliated to Islamic Azad University of Medical Science were selected by multi-stage sampling. Data were collected through two questionnaires, including student engagement self- report questionnaire and teaching- learning environment questionnaire. The Cronbach's alpha reliability were calculated for both questionnaires as 0.89 and 0.95, respectively. Data were analyzed by using descriptive and inferential statistics such as Pearson correlation and multiple stepwise regression.
Results: The mean of student engagement among the students was 3.47. There was a positive correlation between teaching- learning environment and all aspects of student engagement (p<0.01, r=0.473).
Conclusion: Student-teacher relationship, students’ interactions and class atmosphere may predict student engagement.
 
Keywords: Student engagement, Learning environment, Medical science students
Full-Text [PDF 240 kb]   (106 Downloads)    
Type of Study: Survey/Cross Sectional/Descriptive | Subject: Educational management
Received: 2017/05/10 | Accepted: 2017/05/24 | Published: 2018/04/1


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Volume 28, Issue 1 (spring 2018) Back to browse issues page