Interaction of initiating prompts and the patterns of student engagement in higher education biology classrooms
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Date
Authors
Khoza, Hlologelo Climant
Makgata, Thato I.
Journal Title
Journal ISSN
Volume Title
Publisher
Octagon Education Services
Abstract
The purpose of this study was to understand the interactions of prompts used to initiate engagement and
the resulting student engagement using video-data from one biology lecturer in a semester-long module.
This study was informed by the socio-cultural perspectives on learning. The transcripts from video data
were divided into interactive episodes. In these episodes, we looked for how the prompts (classified as
verbal and non-verbal) interacted to bring student engagement. Findings indicate that the prompts
interacted in a variety of ways. Findings indicate that the use of verbal prompts like questions resulted in
minimal student engagement. Student engagement was heightened when the lecturer initiated whole-class
discussion using both verbal prompts as well as non-verbal prompts in an interactive manner. We discuss
the significance of these findings and argue how our approach to looking at student engagement helped
us to unpack these succinct findings.
Description
Keywords
Verbal and non-verbal prompts, Student engagement, Biology, Classroom discourse, SDG-04: Quality education, SDG-09: Industry, innovation and infrastructure
Sustainable Development Goals
SDG-04:Quality Education
SDG-09: Industry, innovation and infrastructure
SDG-09: Industry, innovation and infrastructure
Citation
Khoza, H. C. & Makgata, T. I. (2024). Interaction of initiating prompts and the patterns of student engagement in higher education biology classrooms. Journal of Pedagogical Sociology and Psychology, 6(2), 64-77. https://doi.org/10.33902/jpsp.202426566.