Contextual Teaching-Learning Method to Improve Student Engagement among College Students in Cognitive Psychology Course

Abstract

This study focus on how contextual teaching-learning (CTL), as one of learning method, can improve student engagement. Participants of this study were 156 college students in Yogyakarta, Indonesia. The study was conducted with an experimental approach. Measurement of student engagement was done by using School Engagement Scale. This scale was adapted into Indonesia version, and it has Cronbach's Alpha coefficient 0.859 with 15 items. Result of data analysis showed that there was a significant difference on student engagement among college students (p=0.042), but student engagement scores in posttest was smaller than scores in pretest (N Negative Ranks = 83, Mean rank = 78.20; N Positive Rank = 64, Mean rank = 68.55; Ties = 9). Additional analysis was also discussed in this study.From this result, we can conclude that CTL not effective to improve student engagement among college students. Results and limitations of this study are discussed further in this paper.

Teaching Approaches and Student Engagement in Secondary Schools in Arua City, Uganda

“…The finding is also inconsistent with Wang and BrckaLorenz (2018), who indicated the relationship between the constructivist approach of collaborative learning and student engagement was insignificant. Relatedly, the finding was also inconsistent with Qudsyi et al (2018), who revealed that the constructivist approach to contextual learning had no significant effect on student engagement. Nonetheless, with the finding consistent with most previous scholars, it can be affirmed that the relationship between constructivist teaching approaches and student engagement is positive and significant.…”

“…Scholars (Arjomandi et al, 2018;Backer et al, 2018;Darnell & Krieg, 2019;Gillies, 2016;Havik & Westergard, 2020;Knudson, 2020;Mentari & Syarifuddin, 2020;Mugizi et al, 2021b;Qudsyi et al, 2018;Xerri et al, 2018;Venton & Pompano, 2021;Wang & BrckaLorenz, 2018) have related constructivist teaching approaches and students' engagement. However, some studies raised empirical gaps.…”

“…Relatedly, Wang and BrckaLorenz (2018) found an insignificant relationship between the constructivist approach of collaborative learning and student engagement. Further, Qudsyi et al (2018) indicated that the constructivist approach of contextual learning lowly impacted student engagement. These empirical gaps suggested a lack of a concrete position on the relationship between the variables, hence the need for further research in different contexts.…”