Author :
Abstract
The purpose of this research was to seek first year students’ engagement at the universities. The methodology of this research was survey and correlation. The First Year Experience Questionnaire (FYEQ) of Krause & Coates (2008) employed to gather data. Of the 1921 first year students (girls 1136 and boys 785) 551 samples (girls 313 and boys 238) were produced to questionnaire by the targeted first year students at the University of Sistan and Baluchestan in Iran. SPSS 15 was used to produce Mean; Standard Deviations; Pearson Product Moment Correlation (r); T-test; and ANOVA. The results showed that the first year students relatively scored over average their engagements in five components, and they marked relatively high scores on intellectual engagement and class engagement. The rank order showed that intellectual engagement and class engagement have had outrank in comparison with other components. There was relatively high positive correlation between components of engagement. The highest correlation is related to the online engagement scale with the intellectual engagement, the transition engagement with the student-staff engagement, peer engagement scale with the academic engagement, and the beyond-class engagement scale with the online engagement.
Keywords
Abstract
The purpose of this research was to seek first year students’ engagement at the universities. The methodology of this research was survey and correlation. The First Year Experience Questionnaire (FYEQ) of Krause & Coates (2008) employed to gather data. Of the 1921 first year students (girls 1136 and boys 785) 551 samples (girls 313 and boys 238) were produced to questionnaire by the targeted first year students at the University of Sistan and Baluchestan in Iran. SPSS 15 was used to produce Mean; Standard Deviations; Pearson Product Moment Correlation (r); T-test; and ANOVA. The results showed that the first year students relatively scored over average their engagements in five components, and they marked relatively high scores on intellectual engagement and class engagement. The rank order showed that intellectual engagement and class engagement have had outrank in comparison with other components. There was relatively high positive correlation between components of engagement. The highest correlation is related to the online engagement scale with the intellectual engagement, the transition engagement with the student-staff engagement, peer engagement scale with the academic engagement, and the beyond-class engagement scale with the online engagement.
Keywords
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