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This content will become publicly available on February 12, 2026

Title: Variation in Engagement Behaviors among Student-Centered Pedagogies
Numerous studies have shown that active learning and student-centered pedagogies lead to better student outcomes, such as higher grades, enhanced self-efficacy, and an increased sense of belonging. These outcomes are closely linked to higher levels of student engagement. To better understand the relationship between student engagement and pedagogical approach, our research documents what actually happens in CS1 classes that implement active learning. This paper presents a case study of two instructors, at different undergraduate institutions, teaching with Process Oriented Guided Inquiry Learning (POGIL) and Interactive Lectures. Using structured classroom observations and student surveys, we measure the engagement of the same students in different class periods taught by the same instructor. Our study investigates the differences and similarities in self-reported and observed student behaviors, as well as observed instructor behaviors. We examine how instructor behavior impacts student behavior. The results show significant differences in observed instructor and student behaviors based on the pedagogical approach. In class periods where instructors spoke more, students were more inclined to watch or listen rather than actively work or discuss, coupled with higher levels of student distraction. Our results provide insight into how specific teaching practices can lead to more engaging classrooms and better student outcomes.  more » « less
Award ID(s):
2216454
PAR ID:
10586050
Author(s) / Creator(s):
; ; ; ;
Publisher / Repository:
ACM
Date Published:
ISBN:
9798400705311
Page Range / eLocation ID:
185 to 191
Subject(s) / Keyword(s):
active learning classroom observation collaborative learning comparative study
Format(s):
Medium: X
Location:
Pittsburgh PA USA
Sponsoring Org:
National Science Foundation
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