Showing Page:
1/1
Furthermore, students who shown a high level of student participation had higher levels of
academic performance, while students who demonstrated a low level of student involvement
demonstrated lower levels of academic accomplishment. The results of the study were then
analyzed using regression analysis to determine the extent to which the components of student
participation explained achievement. It was discovered that faculty member relationships
(emotional engagement-II) was a predictor of academic achievement, which was in
contradiction to the correlational findings. A consequence of this research, it was observed that
cognitive/behavioral/emotional participation - in other words, class engagement - predicted
academic achievement and explained it to an extent of 10% It may be concluded, regardless of
the fact that the dimensions of valuing and belonging found under the component of campus
engagement were not found in the regression findings, that campus engagement and campus
life are significant dimensions for students' development, engagement, and motivation
(Blimling, 1993; Chickering, 1975; Gunuc, 2013; Pike & Kuh, 2005; Pascarella & Terenzini, 1991,
2005; Terenzini et al., 1996).

Unformatted Attachment Preview

Furthermore, students who shown a high level of student participation had higher levels of academic performance, while students who demonstrated a low level of student involvement demonstrated lower levels of academic accomplishment. The results of the study were then analyzed using regression analysis to determine the extent to which the components of student participation explained achievement. It was discovered that faculty member relationships (emotional engagement-II) was a predictor of academic achievement, which was in contradiction to the correlational findings. A consequence of this research, it was observed that cognitive/behavioral/emotional participation - in other words, class engagement - predicted academic achievement and explained it to an extent of 10% It may be concluded, regardless of the fact that the dimensions of valuing and belonging found under the component of campus engagement were not found in the regression findings, that campus engagement and campus life are significant dimensions for students' development, engagement, and motivation (Blimling, 1993; Chickering, 1975; Gunuc, 2013; Pike & Kuh, 2005; Pascarella & Terenzini, 1991, 2005; Terenzini et al., 1996). Name: Description: ...
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.
Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4