Consistent engagement

INTRODUCTION

  • Consistency as a Quality Marker

    • Importance of consistency in academic scientific writing for publication acceptance.

    • Example: An inconsistency like switching from APA to IEEE referencing may indicate deeper flaws.

    • Detection of consistency by reviewers engenders confidence in the quality of research.

  • Importance for First-Year Engineering Students

    • Consistent engagement with course content increases chances of academic success.

    • Shift from passive learning (listening to lectures) to interactive engagement (student participation).

    • Necessity for creating more engaging activities for students in and out of the classroom.

    • Students should participate actively in the learning process to form opinions and thoughts.

    • Sustaining engagement is critical for success; activities should not be concentrated at the end of a course.

    • Motivation may decline toward the end of the semester; early engagement is crucial.

  • Article Purpose

    • To highlight the benefits of engaging students consistently from the semester's start, supported by a time-lag study spanning nine years.

    • Focused on student engagement, time management, and assessment schedules for improved performance.

ABSTRACT

  • Definition of Consistent Engagement

    • Defined as continuous interaction with course content from start to finish of a semester.

  • Study Overview

    • Time-lag study of quantitative data involving 2,608 students over nine years, covering pre-COVID, COVID, and post-COVID times.

    • Data based on the timely completion of assessments, starting from the second week of class.

  • Results Overview

    • Students completing assessments on time achieve more than 60 marks, with an 88% success rate.

    • Students missing early assessments score between 40 to 60 marks, leading to a 33% chance of success.

    • Importance of creating awareness among first-year engineering students regarding consistent engagement.

EARLY VERSUS LATE ENGAGEMENT

  • Definition of Early Engagement

    • Students start engaging during the first week of the semester, typically attending classes and demonstrating commitment.

  • Early Engagement Benefits

    • High correlation between early participation and learning performance as evidenced in a 2021 study with over 30,000 students.

    • Benefits include optimal exposure to lecturer instruction and forming study groups.

  • Definition of Late Engagement

    • Late engagement occurs when students engage only after a few weeks or register late.

  • Late Engagement Consequences

    • Associated with lower marks and performance in courses, evidenced by a 2021 study showing poor outcomes for those who started late.

    • Non-engagement in the first three weeks strongly predicts academic failure, as shown in a 2022 study.

  • Importance of Learning Management Systems (LMS)

    • Effective use of LMS tools enhances patient engagement opportunities, particularly for first-year students.

STUDY CONTEXT

  • Module Overview

    • Compulsory first-year module: Electronic Fundamentals 1 (ELE1), part of a two-year Diploma at Central University of Technology in Bloemfontein, South Africa.

    • Approximately 500 registered students per semester, requiring 2,400 notional hours (240 credits).

    • ELE1 contributes 14 credits, requiring at least 140 hours devoted to various tasks (class time, study, assessments).

    • Syllabus includes concepts like oscilloscopes, resistors, diodes, transistors, power supply design, amplifiers, and basic digital logic.

  • Assessment Structure

    • Theory constitutes 65% of the course mark (includes six online self-assessments and one main test).

    • Practical work accounts for 35% of the course mark with four practical assignments submitted via the eThuto LMS.

    • 80% of practical work and 83% of first test completed within the initial six weeks significantly affects passing rates.

METHODOLOGY

  • Time-lag Study Design

    • This study analyzes quantitative data over nine years (pre-COVID, COVID, post-COVID), minimizing common method bias.

    • Participant data includes course marks of 2,608 students, ensuring no sampling bias and ethical clearance.

  • Data Analysis

    • Analysis conducted using MS EXCEL; data comprises student marks and grades without identifiers.

RESULTS

  • Student Demographics

    • Male to female ratio approximately 2:1; most students are under 24 years old, indicative of first-year students.

    • Dominant home language: Sesotho (reflecting the local demographic).

  • Results Pre-COVID (2016-2019)

    • Analysis of course marks reveals that students scoring between 70-80 have a 100% passing rate.

    • Students with more than 60 marks averaged a success rate of 96%; those with lower scores (40-60) averaged only 44%.

  • Results During COVID (2020-2021)

    • Variability observed in course marks distribution; increased academic dishonesty possible due to online assessments.

    • Passing rates: more than 60 marks averaged 92%, while 40-60 averaged 49%.

  • Results Post-COVID (2022-2023)

    • Course marks processing reverted to patterns seen pre-COVID, although success rates decreased for students with consistent engagement.

    • Average passing success for students over 60 marks at 75%, while those between 40-60 averaged only 7%.

CONCLUSIONS

  • Key Findings

    • Importance of consistent engagement in the first six weeks is highlighted, correlating with higher course marks.

    • Encourages creating awareness for first-year students on the importance of early and consistent course content engagement.

  • Practical Implications

    • Early engagement facilitates a faster transition to higher education and aids in achieving academic success, enabling graduates for swift employment.

REFERENCES

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