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Home Explore A Quantitative Descriptive Study on Student Engagement: Examining Factors Affecting Engagement Among Preparatory Higher Education Students at Thoo Mweh Khee Migrant Learning Center in Thailand

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Engagement is one of the most important and extensively studied topics in education. Although it has been studied by many researchers, very few have focused on student engagement within a migrant learning center. The purpose of this study was to examine factors influencing student engagement among preparatory students at Thoo Mweh Khee Migrant Learning Center. A quantitative descriptive study was utilized to administer the Student Engagement Instrument (SEI) to 328 preparatory students. A total of 312 students satisfactorily completed the survey, and SPSS was used to run both descriptive and inferential statistics on the results of the survey. Engagement was separated into three major domains: total, affective, and cognitive. Several major factors were found to influence engagement, including English proficiency level, high school background, and homework habits. The different domains of engagement were also found to be correlated with each other, providing further evidence for the SEI’s validity and reliability. Analyses showed that students with lower English proficiency scores reported higher total, affective, and cognitive engagement. Affective engagement had a statistically significant relationship with high school background. Lastly, cognitive engagement was positively associated with average time spent on homework. The implications derived from these findings were that staff training and strategies are needed to help increase engagement, particularly among students in the high and middle English proficiency groups. Likewise, student training on how to structure study sessions should be conducted to help students have a better understanding and be able to better self-regulate their own learning. Lastly, activities to build group cohesion and a sense of belonging should be utilized within all groups. Further research on this topic would be beneficial to explore engagement levels in other MLCs; a mixed-methods approach would also help further explain the results, leading to a deeper understanding of engagement.

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Published by intima225, 2025-05-19 05:28:40

A Quantitative Descriptive Study on Student Engagement: Examining Factors Affecting Engagement Among Preparatory Higher Education Students at Thoo Mweh Khee Migrant Learning Center in Thailand

Engagement is one of the most important and extensively studied topics in education. Although it has been studied by many researchers, very few have focused on student engagement within a migrant learning center. The purpose of this study was to examine factors influencing student engagement among preparatory students at Thoo Mweh Khee Migrant Learning Center. A quantitative descriptive study was utilized to administer the Student Engagement Instrument (SEI) to 328 preparatory students. A total of 312 students satisfactorily completed the survey, and SPSS was used to run both descriptive and inferential statistics on the results of the survey. Engagement was separated into three major domains: total, affective, and cognitive. Several major factors were found to influence engagement, including English proficiency level, high school background, and homework habits. The different domains of engagement were also found to be correlated with each other, providing further evidence for the SEI’s validity and reliability. Analyses showed that students with lower English proficiency scores reported higher total, affective, and cognitive engagement. Affective engagement had a statistically significant relationship with high school background. Lastly, cognitive engagement was positively associated with average time spent on homework. The implications derived from these findings were that staff training and strategies are needed to help increase engagement, particularly among students in the high and middle English proficiency groups. Likewise, student training on how to structure study sessions should be conducted to help students have a better understanding and be able to better self-regulate their own learning. Lastly, activities to build group cohesion and a sense of belonging should be utilized within all groups. Further research on this topic would be beneficial to explore engagement levels in other MLCs; a mixed-methods approach would also help further explain the results, leading to a deeper understanding of engagement.

Keywords: education,students,influence

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