Enhancing student engagement through heterogeneous pedagogical approaches: action research in a university level course in Saudi Arabia

Abstract

Purpose

Previous studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a classroom setting (i.e., micro-level practices) is relatively sparse. This paper provides a framework for enhancing student engagement in a university undergraduate classroom setting.

Design/methodology/approach

This study builds on action research. At the core of this approach is making interventions through a set of pedagogical approaches, derived from the literature. The impact of these interventions was measured, followed by reflections on the outcomes and developing a future improvement strategy.

Findings

Student engagement can be enhanced by using heterogeneous pedagogical approaches that positively influence student performance. Further, the use of mixed pedagogical approaches helps students and teachers acquire meta-cognitive knowledge (i.e., knowledge of their learning preferences) and sets the direction for learning.

Research limitations/implications

The key contribution of this study is providing a student engagement framework applicable in a sophomore-level classroom setting. The framework discusses a set of techniques, their theoretical underpinnings, the course of their execution and the challenges faced in this process. The framework can be used to guide enhancing student engagement.

Originality/value

Contrary to the macro-level measures, research on micro-level measures for promoting student engagement approaches is scarce. This study discusses not only different strategies but also details the dynamic course of their deployment. The study, therefore, is unique in its contribution.

Citation

Asif, M., Thomas, G., Awan, M.U. and Muhammad Din, A. (2021), "Enhancing student engagement through heterogeneous pedagogical approaches: action research in a university level course in Saudi Arabia", International Journal of Educational Management, Vol. 35 No. 1, pp. 1-28. https://doi.org/10.1108/IJEM-10-2019-0375