Exploring students' perception of engagement in face-to-face and online teaching

Abstract

This study delves into the nuanced realm of student engagement, comparing and contrasting perceptions between face-to-face and online teaching modalities. In recent years, the landscape of education has witnessed a significant shift towards online platforms, necessitating an examination of how this transition impacts students’ sense of engagement with course materials, instructors, and peers. Employing a descriptive survey design, the study seeks to understand students' perceptions on engagement by gathering and analysing quantitative data. 200 students were randomly selected using a stratified sampling technique from two higher institutions in Ekiti State Nigeria. A structured questionnaire on the perception of students on engagement in higher institutions (PSEHI) was adopted to collect data from the sampled population. The instrument was validated and a reliability coefficient of 0.78 value was realized using the Pearson Product Moment correlation analysis, indicating that the instrument was considered reliable for the study. Findings provide insights into the factors that influence engagement in face-to-face and online learning and inform pedagogical practices for optimizing student learning experiences in diverse educational settings. Recommendations were made on how to provide improved engagement in the 21st century education landscape. The study contributes to the ongoing dialogue surrounding effective teaching methodologies and the evolving landscape of contemporary education.