Impact of Perceived Learning Support and Student Engagement on Remedial Student Science Success in the University Placement Examination during COVID-19 Pandemic

Abstract

This study aims to examine the relationship between learning support, student engagement, and science achievement of remedial students in the university placement examination during the COVID-19 pandemic. This preliminary quantitative research adopted a correlational design. The participants of this study were 216 students who received their remedial education through an online method in Nigerian settings. Two instruments were used for data collection: student engagement scale and learning support scale. The data were analyzed using correlation and hierarchical regression analyses. The results revealed that learning support aspects, including teacher, peer, and parent support, and student engagement dimensions, such as emotional, behavioural, cognitive, and agentic, were positive predictors of students’ science success. This study has implications for preservice and in-service teacher education, especially educating the teachers on how to actively collaborate with parents in inspiring their children to be engaged and successful scholars. Insightful suggestions were made.

Factors supporting the engagement of first-semester students in teacher education

“…Regarding students' transition, some studies focused on that particular experience during the Covid-19 lockdowns (McKay et al, 2021;Okwuduba et al, 2022). However, studies in teacher education are still rare.…”

“…Student engagement was also examined in a completely different setting: in remedial education in Nigeria during the Covid-19 pandemic (Okwuduba et al, 2022). This correlational study of 216 students found that learning support from teachers, peers and parents as well as emotional, behavioural and cognitive student engagement were positively related to student success.…”

Efek Moderasi Kreativitas Guru pada Pengaruh Technological Pedagogical Content Knowledge (TPACK) Guru terhadap Hasil Belajar Siswa Mata Pelajaran Ekonomi

“…Indikator variabel kreativitas guru Ekonomi berdasarkan persepsi siswa kelas XI SMA di Kota Sukabumi yang paling rendah adalah motivation (kemampuan guru untuk menginspirasi dan mendorong kegiatan belajar peserta didik). Jika seorang guru memiliki keterbatasan dalam kemampuan untuk menginspirasi dan mendorong kegiatan belajar siswa, dampak yang mungkin terjadi diantaranya penurunan keterlibatan siswa, sehingga siswa menjadi peserta pasif yang hanya mengikuti arahan tanpa aktif berpartisipasi atau memiliki tanggung jawab atas proses pembelajaran mereka (Okwuduba et al, 2022). Selain itu guru yang tidak efektif dalam menginspirasi siswa mungkin kesulitan dalam menyampaikan informasi dengan baik, merangsang pemikiran kritis, atau menciptakan lingkungan pembelajaran yang positif dan mendukung (Tripathi, 2019).…”

Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science students

“…Remedial education program is a subject of relevance; therefore, several scholarly works have tried to explore its effectiveness in preparing the unprepared students for higher education attainment ( Chen and Wu, 2020 ; Okwuduba et al., 2022 ; Sanabria et al., 2020 ). Of late, some researchers have suggested that remedial education program is effective way of reinforcing the unprepared students' basic skills in the area of reading, mathematics and science ( Okwuduba et al., 2021 ; Zhao et al., 2021 ).…”

“…However, numerous studies have found that majority of students still experience low academic engagement in higher education ( Caruth, 2018 ; Landis and Reschly, 2013 ; Pather et al., 2017 ; Xu et al., 2018 ), which might be due to the lack of institutional support in higher learning ( Abdullah and Primus, 2020 ; Ingraham et al., 2018 ; Omogbadegun et al., 2014 ). Given that students' tendencies for learning can be motivated intrinsically and extrinsically ( Jelas et al., 2016 ; Okwuduba et al., 2022 ), we deem it cruical to untangle the underlying contributions of faculty caring and student engagement to the tendency for LLL of remediated science students.…”