The Relationships between Student Engagement and the Academic Achievement of First-Year University Students in Cambodia

Abstract

This study examined the relationships between student engagement in academically relevant activities and their academic achievement in the first year of university in Cambodia, and tested the presence of conditional effects of student engagement on achievement by students’ gender, geographical origin, and pre-university academic experience. The participants were 919 first-year students at nine universities in Phnom Penh City. Student engagement was measured using a revised version of the National Survey of Student Engagement and the College Student Experiences Questionnaire. The regression analyses revealed that the student engagement in time spent on out-of-class course-related tasks, homework/tasks, and active participation in classroom settings added significant values to Cambodian student achievement. Contrary to the extensive student engagement literature in developed countries, student engagement in out-of-class peer learning and extensive reading did not make any meaningful impacts on student achievement in the present study. Certain effects of student engagement on achievement tended to differ in magnitude by students’ pre-university academic experience and geographical origin. Implications for policy are discussed with a call for solid programs to promote and enhance the quality of student engagement activities on-and off-campus, especially among the academically disadvantaged students.

Appendices

Appendix A

The table below entails all student engagement indicators used in the survey. Measures of student engagement in educationally purposeful activities were revised from the NSSE and CSEQ.

Original NSSE and CSEQ items (Very often = 4; Often = 3; Occasionally/Sometimes = 2; Never = 1)	Modified questionnaire items for survey (6 = always; 5 = usually; 4 = often; 3 = sometimes; 2 = rarely; 1 = never).
Active and collaborative learning
Came to class without completing readings or assignments.	Came to class without completing homework.
	Came to class without completing the assigned reading tasks.
Revised a paper or composition two or more times before you were satisfied with it.	Turned in homework late.
	Turned in homework with poor quality.
Did additional readings on topics introduced and discussed in class.	Did additional readings on topics introduced in class.
	Read new materials as a preparation for the next class.
Summarized major points and information in your readings or notes.	Summarized information from your readings.
Made outlines from class notes or readings.	Took detailed notes from class.
Asked questions in class or contributed to class discussions.	Contributed ideas to whole class discussion.
	Asked questions in class when you don’t understand.
Made a class presentation.	Made a class presentation from your group work.
Used a dictionary or thesaurus to look up the proper meaning of words.	Used a dictionary to search for the meaning of new words during class.
	Used a dictionary to search for the meaning of new words before class.
Worked with other students on projects during class.	Worked actively with other students on the assigned task(s) in small group activities in class.
Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers etc.).	Discussed ideas from your readings or classes with other students outside class.
Sought out a friend to help you with a personal problem.	Asked for help from friends when having (a) learning problem(s).
Tutored or taught other students.	Taught other students.
Been in a group where each person, including yourself, talked about his or her personal problems.	Had reviews of your performance on homework or quizzes with other students.
	Had discussions with other students on learning difficulties.
Time on course-related reading
Number of hours per week spent on preparing for class	Hours per week spent reading course-related materials at home
	Hours per week spent reading course-related materials at school/library
Time on homework
Number of hours per week spent on writing papers/reports	Hours per week spent doing assigned homework at school/library
	Hours per week spent doing assigned homework at home
Time on extensive reading
Number of hours per week spent on other activities related to academic programs	Hours per week spent reading books in English
	Hours per week spent reading articles or news in English on the internet
	Hours per week spent reading magazines or newspaper in English

Appendix B

A list below describes student engagement indicators used for the data analysis.

Peer learning (α = .75)

Discussed ideas from your readings or classes with other students outside class.

Asked for help from friends when having (a) learning problem(s).

Had reviews of your performance on homework or quizzes with other students.

Had discussions with other students on learning difficulties.

Whole class active participation (α = .70)

Made a class presentation from your group work.

Contributed ideas to whole class discussion.

Worked actively with other students on the assigned task(s) in small group activities in class.

Asked questions in class when you don’t understand.

Used a dictionary to search for the meaning of new words during class.

Reading and class preparation (α = .73)

Read new materials as a preparation for the next class.

Did additional readings on topics introduced in class.

Summarized information from your reading.

Took detailed notes from class.

Homework/tasks (α = .68)

Turned in homework with poor quality.

Turned in homework late.

Came to class without completing homework.

Came to class without completing the assigned reading tasks.

(These negative items were reverse-coded.)

Time on course-related tasks

Hours per week spent reading course-related materials at home

Hours per week spent reading course-related materials at school/library

Hours per week spent doing assigned homework at home

Hours per week spent doing assigned homework at school/library

Time on extensive reading

Hours per week spent reading books in English

Hours per week spent reading articles or news in English on the internet

Hours per week spent reading magazines or newspaper in English