Enhancing Student Engagement Through the Lens of Bronfenbrenner's Ecological Systems Theory: An Action Research Study
Author/s: Joven M. Jalbuna, Friendian L. Estoconing |
Educators must recognize the multifaceted factors that affect student engagement and academic performance. This action research utilizes Urie Bronfenbrenner’s ecological systems theory to investigate and address challenges faced by students in a college classroom setting that influenced them to be disengaged in their classes.
The study starts with an investigation of the various systems affecting student behavior – microsystem, mesosystem, exosystem, macrosystem, and chronosystem. The researchers found the key environmental factors contributing to student disengagement through classroom observations and interviews.
Then, interventions were created and implemented such as promoting note-taking habits; giving practical solutions to physical discomforts; and addressing bullying issues through values education.
After the implementation of the interventions, it was found that they led to significant improvement in terms of both student engagement as well as their academic performance.
The study concludes with an emphasis on creating inclusive educational environments that meet the needs of all students. It also talks about the limitations of this work and suggests future directions for research which include longitudinal studies alongside a mixed methods approach aimed at gaining more insight into the experiences of students.
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Educators must recognize the multifaceted factors that affect student engagement and academic performance. This action research utilizes Urie Bronfenbrenner’s ecological systems theory to investigate and address challenges faced by students in a college classroom setting that influenced them to be disengaged in their classes.
The study starts with an investigation of the various systems affecting student behavior – microsystem, mesosystem, exosystem, macrosystem, and chronosystem. The researchers found the key environmental factors contributing to student disengagement through classroom observations and interviews.
Then, interventions were created and implemented such as promoting note-taking habits; giving practical solutions to physical discomforts; and addressing bullying issues through values education.
After the implementation of the interventions, it was found that they led to significant improvement in terms of both student engagement as well as their academic performance.
The study concludes with an emphasis on creating inclusive educational environments that meet the needs of all students. It also talks about the limitations of this work and suggests future directions for research which include longitudinal studies alongside a mixed methods approach aimed at gaining more insight into the experiences of students.
Read Full Article