Document Type : Research Paper
Authors
1 Department of Agricultural Extension and Education, College of Agriculture, University of Tehran, Karaj, Iran.
2 University of Tehran
Abstract
This research was conducted with the aim of examining the factors influencing student engagement among undergraduate students of Agriculture and Natural Resources at Tehran University during the academic year 1403-1404. For this purpose, a quantitative field method with a pedagogy approach was used. The statistical population of this research is 1560 undergraduate students from the Colleges of Agriculture and Natural Resources at Tehran University. Using Cochran’s formula, the sample size was determined to be 267 individuals, employing stratified sampling with proportional allocation. The main data collection tool was a questionnaire. Its face validity was assessed by experts, content validity with CVR > 0.9, and its construct validity and reliability were examined using the composite reliability index and ordinal theta. All constructs were confirmed, with the following values respectively for student engagement: 0.761, 0.841; effective teaching strategies: 0.880, 0.907; and perceived sense of classroom engagement: 0.812, 0.853. Additionally, the scale used for questionnaire responses was based on a Likert scale (1 to 5). Statistical methods included the Mann-Whitney U test for group comparisons, sequential regression, and structural modeling. The PLS-Smart software was used for data processing. The model’s findings indicate that student performance is influenced by effective teaching strategies, student engagement, and the perceived sense of classroom engagement. The findings suggest that as the level of interaction among students and the type of interaction in the classroom are strengthened, and the use of efficient teaching strategies in class activities increases, student performance improves.
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