Teacher-centred pedagogical approach and student engagement at a private university in Western Uganda
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Date
2020
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Educational Research and Reviews
Abstract
This study investigated the relationship between the teacher-centred pedagogical approach and student
engagement at a private university in south western Uganda. The teacher-centred approach was conceived in terms of
immediate feedback, continuous practice and reinforcement. On the other hand, student engagement was conceptualized
in terms of behavioral, 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-administered questionnaire and were
analyzed quantitatively. Descriptive analysis indicated that students rated high in their levels of engagement and lecturers’
use of reinforcement. However, offering of immediate feedback to students and carrying out of continuous practice were
rated moderate. Regression analysis revealed that reinforcement positively and significantly predicted student
engagement. However, immediate feedback and continuous practice positively but insignificantly predicted student
engagement. It was concluded that while immediate feedback and continuous practice are not the most essential teachercentred
pedagogical practices for promoting student engagement, reinforcement is very imperative. Therefore, it is
recommended that lecturers in universities should ensure effective use of reinforcement while teaching.
Description
Keywords
Contextual, Continuous practice, Immediate feedback, Reinforcement, Student engagement, Teacher-centred
Citation
Mugizi, W., Rwothumio, J., & Kanyesigye, J. (2020). Teacher-centred pedagogical approach and student engagement at a private university in Western Uganda. Journal of Educational Research and Reviews, 8(8), 128-137. doi: 10.33495/jerr_v8i8.20.154