Confirmation of Campus-Class-Technology Model in student engagement: A path analysis


Gunuc S. , KUZU A.

COMPUTERS IN HUMAN BEHAVIOR, cilt.48, ss.114-125, 2015 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 48
  • Basım Tarihi: 2015
  • Doi Numarası: 10.1016/j.chb.2015.01.041
  • Dergi Adı: COMPUTERS IN HUMAN BEHAVIOR
  • Sayfa Sayıları: ss.114-125

Özet

Student engagement is considered to be important for learning, performance, retention, persistence, experience and achievement. In order to understand and explain student engagement, some theories and models have been developed. The Campus-Class-Technology (CCT) Theory is one of these theories. The theory tries to explain the relationships between student engagement and technology theoretically. The purpose of this study was to determine the influence of technology on student engagement and to examine the relationships between student engagement and technology use in class. For this purpose, the CCT Theory was tested with path analysis. The study was designed with the causal research method. The research sample was made up of 332 teacher students. Demographic Variables Form, Student Engagement Scale and Tendency Scale for Technology Use in Class were used as data collection tools. As a result of the analyses conducted regarding the test model, it was found out that the variables of valuing and belonging predicted emotional engagement while emotional engagement predicted behavioral engagement; lastly, behavioral engagement predicted cognitive engagement. Within the scope of the model, technology was found to be one of the causes which predicted and increased class engagement. The results of the study revealed that use of technology in class and out of class increased student engagement or had a facilitator role in the development of student engagement. Also, based on the results obtained, several suggestions were put forward for implementation, for higher education institutions and for future research to increase student engagement. (C) 2015 Elsevier Ltd. All rights reserved.