Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/262039
Title: Student engagement in higher education demographic personal and institutional determinants
Researcher: Sharma, Swarnima
Guide(s): Garg, Mamta
Keywords: Higher Education
Infrastructural Support
Perceived Relevance of Curriculum
Previous Academic Experiences
Social Sciences,Social Sciences General,Education and Educational Research
Student Engagement
University: Panjab University
Completed Date: 2018
Abstract: Since independence, Indian higher education has experienced an extensive growth. In recent times the qualitative aspects of higher education have gained prominence due to which psychologists and educationists world over have started talking about the need to address the qualitative indicators of the educational process. Research has shown that providing world-class infrastructural facilities, faculty with impressive degrees or improved curriculum transactions etc. does not automatically lead to achievement of educational goals till the time the students are unmotivated and disengaged from the educational process. To address this issue, the present study attempts to examine student engagement levels in higher education and analyze the factors that determine it. Student engagement refers to the student s cognitive, behavioural and affective involvement with education. Determinants of students engagement covered are-a) Demographic Variables -gender, social class, family income and locale; b) Personal Variables- previous academic experience, lifestyle, achievement motivation and perceived relevance of the curriculum; and c) Institutional Variables- infrastructural support, organisational culture and ambience and modes of curriculum transactions. A sample of 552 students was taken from four universities of Punjab and Chandigarh. Major findings revealed higher engagement levels of females over males whereas locale, family income or social background of the students did not reveal a significant effect on student s engagement levels. Social science students showed higher engagement than science students. Students from basic courses were more engaged than students from professional courses. The study observed a positive correlation between student engagement and its determinants. This study would be useful for policy makers working on qualitative improvements in higher education and can provide help to enhance student engagement levels.
Pagination: 257p.
URI: http://hdl.handle.net/10603/262039
Appears in Departments:Department of Education

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01_title.pdfAttached File79.43 kBAdobe PDFView/Open
02_certificate.pdf681.76 kBAdobe PDFView/Open
03_acknowledgement.pdf35.48 kBAdobe PDFView/Open
04_contents.pdf43.45 kBAdobe PDFView/Open
05_list_of_tables.pdf208.41 kBAdobe PDFView/Open
06_abbreviations.pdf124.86 kBAdobe PDFView/Open
07_chapter 1.pdf328.19 kBAdobe PDFView/Open
08_chapter 2.pdf354.58 kBAdobe PDFView/Open
09_chapter 3.pdf646.32 kBAdobe PDFView/Open
10_chapter 4.pdf437.3 kBAdobe PDFView/Open
11_chapter 5.pdf305.46 kBAdobe PDFView/Open
12_references.pdf283.11 kBAdobe PDFView/Open
13_appendix.pdf522.57 kBAdobe PDFView/Open


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