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Student-Centred Pedagogical Approach and Student Engagement at a Private University in Western Uganda

Received: 17 April 2020     Accepted: 31 August 2020     Published: 15 October 2021
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Abstract

This study investigated the relationship between the student-centred pedagogical approach and student engagement at a private university in Western Uganda. The student-centred approach was studied in terms of active learning, contextual learning, motivation of learners and collaborative learning. On the other hand, student engagement was conceptualised in terms of behavioural, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-ad mistered questionnaire and analysed quantitatively. Descriptive analysis showed that students rated their levels of engagement and lecturers use of the student-centred approach as high on all aspects. Regression analysis revealed that the student-centred approaches of active learning, contextual learning, motivation of students and collaborative learning had a positive significant relationship with student engagement. It was concluded that the teacher-centred pedagogical approaches namely; active learning, contextual learning, motivation of students and collaborative learning are imperative for promotion of student engagement. Therefore, it was recommended that university lecturers should promote the use of those approaches when conducting teaching in universities.

Published in Education Journal (Volume 10, Issue 5)
DOI 10.11648/j.edu.20211005.14
Page(s) 193-203
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Active, Affective, Agentic, Behavioural, Cognitive, Contextual, Collaborative, Motivation, Student-Centred, Student Engagement

References
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  • APA Style

    Wilson Mugizi, Abeera Odetha Katuramu, Augustina Ogaga Dafiewhare, John Kanyesigye. (2021). Student-Centred Pedagogical Approach and Student Engagement at a Private University in Western Uganda. Education Journal, 10(5), 193-203. https://doi.org/10.11648/j.edu.20211005.14

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    ACS Style

    Wilson Mugizi; Abeera Odetha Katuramu; Augustina Ogaga Dafiewhare; John Kanyesigye. Student-Centred Pedagogical Approach and Student Engagement at a Private University in Western Uganda. Educ. J. 2021, 10(5), 193-203. doi: 10.11648/j.edu.20211005.14

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    AMA Style

    Wilson Mugizi, Abeera Odetha Katuramu, Augustina Ogaga Dafiewhare, John Kanyesigye. Student-Centred Pedagogical Approach and Student Engagement at a Private University in Western Uganda. Educ J. 2021;10(5):193-203. doi: 10.11648/j.edu.20211005.14

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  • @article{10.11648/j.edu.20211005.14,
      author = {Wilson Mugizi and Abeera Odetha Katuramu and Augustina Ogaga Dafiewhare and John Kanyesigye},
      title = {Student-Centred Pedagogical Approach and Student Engagement at a Private University in Western Uganda},
      journal = {Education Journal},
      volume = {10},
      number = {5},
      pages = {193-203},
      doi = {10.11648/j.edu.20211005.14},
      url = {https://doi.org/10.11648/j.edu.20211005.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211005.14},
      abstract = {This study investigated the relationship between the student-centred pedagogical approach and student engagement at a private university in Western Uganda. The student-centred approach was studied in terms of active learning, contextual learning, motivation of learners and collaborative learning. On the other hand, student engagement was conceptualised in terms of behavioural, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-ad mistered questionnaire and analysed quantitatively. Descriptive analysis showed that students rated their levels of engagement and lecturers use of the student-centred approach as high on all aspects. Regression analysis revealed that the student-centred approaches of active learning, contextual learning, motivation of students and collaborative learning had a positive significant relationship with student engagement. It was concluded that the teacher-centred pedagogical approaches namely; active learning, contextual learning, motivation of students and collaborative learning are imperative for promotion of student engagement. Therefore, it was recommended that university lecturers should promote the use of those approaches when conducting teaching in universities.},
     year = {2021}
    }
    

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    AB  - This study investigated the relationship between the student-centred pedagogical approach and student engagement at a private university in Western Uganda. The student-centred approach was studied in terms of active learning, contextual learning, motivation of learners and collaborative learning. On the other hand, student engagement was conceptualised in terms of behavioural, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-ad mistered questionnaire and analysed quantitatively. Descriptive analysis showed that students rated their levels of engagement and lecturers use of the student-centred approach as high on all aspects. Regression analysis revealed that the student-centred approaches of active learning, contextual learning, motivation of students and collaborative learning had a positive significant relationship with student engagement. It was concluded that the teacher-centred pedagogical approaches namely; active learning, contextual learning, motivation of students and collaborative learning are imperative for promotion of student engagement. Therefore, it was recommended that university lecturers should promote the use of those approaches when conducting teaching in universities.
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Author Information
  • Educational Planning and Management, Kyambogo University, Kampala, Uganda

  • College of Humanities and Social Sciences, Kampala International University, Kampala, Uganda

  • Faculty of Humanities and Education, Kampala International University (Western Campus), Bushenyi-Ishaka, Uganda

  • Faculty of Humanities and Education, Kampala International University (Western Campus), Bushenyi-Ishaka, Uganda

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