Search

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.

Saudi Arabia is one of the most oil-rich countries in the world, and oil production is the country's primary source of income. The aspects of greenhouse gas emissions and the harm they cause to the environment and residents have been overlooked because of the continuous emphasis on economic growth and a high reliance on oil resources. Consequently, environmental issues have become challenging for residents and questionable for industries. Despite various environmental awareness and pollution control studies around the world, Saudi Arabia's pollution rate appears to be increasing. This study attempted to understand the impact of pro-environmental factors on pollution control and sustainable gasoline consumption in order to fill a research gap in the literature. Environmental awareness, self-efficacy and self-identity, ecological attitude, contextual factors, and social norms were considered as factors to investigate local residents' sustainable consumption and pollution control behaviors. Primary data were collected from 416 local residents and analyzed using multiple regression. The results demonstrate the positive significant impact of pro-environmental variables on sustainable consumption and efforts toward pollution control. This study further presents practical implications for the Saudi government and environmentalists. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]