Comparing Students’ Engagement in Classroom Education Between China and Germany

Abstract

Since the mid-1980s, there has been an academic shift toward students’ involvement in the learning process. A great number of studies have focused on the relationship between student engagement and educational achievement. They have highlighted that appropriate educational input and a supportive classroom environment are necessary, but optimum learning should occur when students are engaged with the curriculum as well as the institution, particularly in higher education institutions. Many scholars claimed that higher levels of engagement will help students deal with academic anxiety and develop a sense of belonging, which may lead to higher academic success. Educational experts and policymakers have begun to propose nationwide and international strategies and programs to promote student engagement in the classroom, which has led to the proposal of well-known programs such as the National Survey of Student Engagement, the UK Engagement Survey, and Program for International Student Assessment. Such engagement-centered international measures have been used across the globe (e.g., Germany) and translated into different languages (e.g., Chinese). Although the findings of relevant studies confirm the effectiveness of engagement on learning achievement, there is still the need to conduct further (cross-sectional) studies considering the implementation of such programs in a different context. The present study is an attempt to review the related literature regarding student engagement among Chinese and German students across a variety of disciplines. The findings suggest that researchers should devote more time and budget to investigate the significance of learner engagement, especially in Germany and China.

Retaliation Between Students Engagement and Academic Achievement: A Case of Tribhuvan University, Nepal

“…The students' engagements in learning activities significantly predict achievement. This finding was similar to the finding of previous researchers finding (Egbert, 2020;Deng, 2021, Inggris, 2016. But the results that, the cognitive level didn't predict achievement significantly contradict the result of researcher Lie et al (2018).…”

“…(Egbert, 2020). Appropriate instructional input and classroom environment are required, but students' engagement in the interaction with the curriculum as well as the institutions promote their academic success Deng (2021) Students' rate of participation in learning activities in the classroom and engagement to complete the task like assignments and projects learning to improve their ability of learning and academic success.…”

“…The achievement of the learner is additionally predicted by their level of participation. Academic involvement is positively correlated with academics' eventual scientific productivity, according to research, and is impacted by socially conditioned peer effects and discipline traits (Perkmann et al;2021). Cognitive engagement is more positively correlated with academic achievement and all the other factors are also correlated with academic achievement (Lei et al,2018).…”

Triggered and maintained engagement with learning among gifted children in primary education

“…In this respect, the standard approach to the educational support of students seems to fall short in helping many gifted students to become engaged, which is a point of concern and attention. Research has shown that more engaged students perform better and drop out less quickly than less engaged students (Klem and Connell, 2004;Deng, 2021), while they have more positive experiences of relatedness, competence, and autonomy at school (Connell et al, 1995).…”