Promoting Student Engagement through Teamwork Learning: Assessing the Moderating Influence of Age, Gender and Qualification

Abstract

More recently, student engagement has been built around the hopeful goal of enhancing all the abilities of students to learn and become lifelong learners in a knowledge-based society. Consequently, student engagement is now receiving heightened attention from all higher education stakeholders. The objective of the present study was to examine the relationship between teamwork learning and student engagement along with the moderating effect of age, gender and educational qualification. It is well recognised that age, gender and qualification directly or indirectly influence the magnitude of engagement of students in higher studies, thus, they have been considered as the moderating variables for the study. The research instrument for the study consisted of standard questionnaires. The sample comprised of 210 students pursuing graduation or post-graduation in different domains, that is, Management, Engineering and Commerce. The research model was analysed using SPSS, AMOS and MACRO process. The findings of this study highlighted that there was a significant association between teamwork learning and student engagement. Furthermore, the findings indicated that young students and those pursuing graduation were more impacting the relationship between the two constructs in comparison to older students and those who were pursuing post-graduation.

DOI: https://doi.org/10.21863/jcar/2024.13.2.001

Keywords: Collaborative Learning, Higher Education, Student Engagement, Teamwork Learning, Moderation Analysis, AMOS, MACRO Process

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