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Abstract
Distance learning manifested an increasing growth in the field of higher education. Although it may not be exactly comparable to a residential face-to-face encounter, considering the engagement of the students in learning within a virtual context is still significant. Thus, this action research was conducted to sustain the level of virtual engagement among undergraduate teacher education students specializing in Physical Education when interactive buzz breaks are introduced in their online synchronous sessions. This study utilized a mixed-method collaborative action research approach. The participants included 48 second-year Bachelor of Physical Education (BPEd) students enrolled in the course, “Drug Education, Consumer Health, and Nutrition”, from a teacher education institution (TEI) in Central Luzon, Philippines during the second semester of the academic year 2021-2022. Multiple sources of data were collected and analyzed which included teacher’s observation notes, Student Engagement Survey Questionnaire, and reflective journals. Five (5) interactive buzz break activities were implemented using the “Wordwall” as an intervention within twelve synchronous sessions. The survey questionnaire was administered before (pre-assessment) and after (post-assessment) the intervention to describe the students’ level of virtual engagement. Results of the quantitative phase revealed that there is a high level of students’ behavioral, cognitive, and emotional virtual engagement before and after the strategy. The qualitative phase further promoted these results to reveal the remarkable experiences encountered by students during the intervention implementation that contributed to sustaining their virtual engagement. The derived results and findings posit that administering various interactive buzz break activities with the utilization of various educational platforms synchronously and asynchronously may sustain and further improve students’ virtual engagement.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Dizon, S. G., Fernandez, P. M. Q., Dalangin, H. R. S., Mungcal, K. S., Tolentino, J. C., & Valenzuela, L. R. (2022). Sustaining Pre-Service Teachers’ Virtual Engagement in a Health Education Course through Interactive Buzz Sessions. International Journal of Multidisciplinary: Applied Business and Education Research, 3(8), 1526-1547. https://doi.org/10.11594/ijmaber.03.08.15
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Astuti, A. R., Solihat, A., & Satriani, I. (2020). The influence of ice breaker to students’ motivation in teaching English. PROJECT (Professional Journal of English Education), 3(2), 210. https://doi.org/10.22460/project.v3i2.p210-216.
Backer, J. M., Miller, J. L., & Timmer, S. M. (2018). The effects of collaborative grouping on student engagement in middle school students. St. Catherine University. https://sophia.stkate.edu/maed/280/.
Baloran, E. T., & Hernan, J. T. (2021). Course satisfaction and student engagement in online learning amid COVID-19 pandemic: A structural equation model. Turkish Online Journal of Distance Education, 22(4), 1-12. https://doi.org/10.17718/tojde.100272.
Banna, J., Lin, M. F. G., Stewart, M., & Fialkowski, M. K. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching, 11(2), 249. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4948751/.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa.
Bueno, M., Perez, F., Valerio, R., & Areola, E. M. Q. (2022). A usability study on Google Site and Wordwall .Net: Online instructional tools for learning basic integration amid pandemic. Journal of Global Business and Social Entrepreneurship (GBSE), 7(23). http://www.gbse.com.my/V8%20NO.23%20(JANUARY%202022)/Paper-288-.pdf.
Cale, L., Harris, J., & Hooper, O. (2020). Debating health knowledge and health pedagogies in physical education. Debates in Physical Education, 2, 256-277. https://doi.org/10.4324/9780429504365-16.
Çil, E. (2021). The effect of using Wordwall. net in increasing vocabulary knowledge of 5th Grade EFL students. Language Education and Technology, 1(1), 21-28. http://www.langedutech.com/letjournal/index.php/let/article/view/16.
Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243. https://doi.org/10.1111/cogs.12626.
Christopoulos, A., Conrad, M. & Shukla, M. (2018). In-creasing student engagement through virtual in-teractions: How?. Virtual Reality, 22, 353–369. https://doi.org/10.1007/s10055-017-0330-3.
Cole, A. W., Lennon, L., & Weber, N. L. (2021). Student perception of online active learning practices and online learning climate predict online course engagement. Interactive Learning Environments. 29 (5), 866-880. https://doi.org/10.1080/10494820.2019.1619593.
Delfino, A. P. (2019). Student engagement and academic performance of students of Partido State University. Asian Journal of University Education, 15(3), 42-55. https://doi.org/10.24191/ajue.v15i3.05.
Deming, W. E. (1993). The New Economics. MIT Press. Cambridge, MA.135.
Department of Education (DepEd). (2016). K to 12 Health Curriculum Guide. https://www.academia.edu/36027407/K_to_12_Curriculum_Guide_HEALTH
Department of Education (DepEd). (2016). K to 12 Physical Education Curriculum Guide. https://www.deped.gov.ph/wp-content/uploads/2019/01/PE-CG.pdf.
Elshami, W., Taha, M, H., Abdalla, M.E., Abuzaid, M., Saravanan, C., & Kawas, S.A. (2022). Factors that affect student engagement in online learning in health professions education. Nurse Education Today 110. https://doi.org/10.1016/j.nedt.2021.105261
Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., & Mooney, K. (2011). Measuring student engagement in upper elementary through high school: A description of 21 instruments. issues & answers. REL 2011-No. 098. Regional Educational Laboratory Southeast. https://files.eric.ed.gov/fulltext/ED514996.pdf.
Fredricks, J. (2013). Behavioral engagement in learning. International guide to student achievement, 42-44.
Gleason, B. L., Peeters, M. J., Resman-Targoff, B. H., Karr, S., McBane, S., Kelley, K., Thomas, T., & Denetclaw, T. H. (2011). An active-learning strategies primer for achieving ability-based educational outcomes. American journal of pharmaceutical education, 75(9). https://doi.org/10.5688/ajpe759186.
Halif, M.M., Hassan, N., Sumardi, N.A., Omar, S.A., Ali, S., Aziz, R. A., Majid, A. A., & Salleh, N. F. (2020). Moderating effects of student motivation on the relationship between learning style and student engagement. Asian Journal of University Education (AJUE), 16. https://doi.org/10.24191/ajue.v16i2.10301.
Hanum, N. S. (2017). The importance of classroom interaction in the teaching of reading in junior high school. Graduate School Conferences, Universitas Negeri Malang.
Hewson, E. R. (2018). Students’ emotional engagement, motivation and behaviour over the life of an online course: Reflections on two market research case studies. Journal of Interactive Media in Education, 1(10). https://doi.org/10.5334/jime.472.
Huang, B., Hew, K. F. & Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106-1126. https://doi.org/10.1080/10494820.2018.1495653
Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124-131. https://www.iiste.org/Journals/index.php/JEP/article/view/10648.
Khan, N. (2017). Problems in creating conducive classroom environment in teacher training institutes. NICE Research Journal, 52-62. https://doi.org/10.51239/nrjss.v0i0.53.
Khlaif, Z. N., Salha, S., & Kouraichi, B. (2021). Emergency remote learning during COVID-19 crisis: Students’ engagement. Education and information technolo-gies, 26(6), 7033-7055. https://doi.org/10.1007/s10639-021-10566-4.
Khanova, J., Mclaughlin, J. E., Roney, D. H., Roth, T. M., & Harris, S., (2015). Instructional design and assessment student perceptions of a flipped pharmacotherapy course. American Journal of Pharmaceutical Education, 79(9), 140. https://doi.org/10.5688/ajpe799140.
Kirby, L. A. J., Kornman IV, P. T., & Robinson, J. L. (2020). Outcomes of "brain breaks": Short consistent meditation and silent sessions in the college classroom are associated with subtle benefits. Journal of Cognitive Enhancement, 5(1), 99-177. https://doi.org/10.1007/s41465-020-00178-0.
Konold, T., Cornell, D., Shukla, K., & Huang, F. (2017). Racial/ethnic differences in perceptions of school climate and its association with student engagement and peer aggression. Journal of youth and adolescence, 46(6), 1289-1303. https://doi.org/10.1007/s10964-016-0576-1.
Data Privacy Act of 2012, N. P. C. §§ 8-11 (2012). https://www.privacy.gov.ph/data-privacy-act/#1.
Larasanti, S., & Marlina, L. (2019). Using buzz group technique in teaching writing analytical exposition text for EFL students at senior high schools. Journal of English Language Teaching, 8(1), 13-21. https://doi.org/10.24036/jelt.v8i1.103322.
Li, L., & Yang, S. (2021). Exploring the influence of teacher-student interaction on university students' self-efficacy in the flipped classroom. Journal of Education and Learning, 10(2), 84-90. https://doi.org/10.5539/jel.v10n2p84.
Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2018). Teachers’ and students’ belief systems about the self-regulation of learning. Educational Psychology Review, 31(1), 223-251. https://doi:10.1007/s10648-018-9453-7.
Monteiro, V., Carvalho, C. & Santos, N.N. (2021) Creating a supportive classroom environment through effective feedback: Effects on students’ school identification and behavioral engagement. Frontiers in Education, 6, 661736. https://doi.org/10.3389/feduc.2021.661736.
National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979). The Belmont report: Ethical principles and guidelines for the protection of human subjects of research. U.S. Department of Health and Human Services. https://www.hhs.gov/ohrp/sites/default/files/the-belmont-report-508c_FINAL.pdf.
Nguyen, T.D., Cannata, M., & Miller, J. (2016). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 11(2), 163-174. https://doi.org/10.1080/00220671.2016.1220359.
Özhan, Ş. Ç., & Kocadere, S. A. (2019). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006-2031. https://doi.org/10.1177/0735633118823159.
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In Handbook of research on student engagement, 259-282. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_12.
Philippine Health Research Ethics Board. (2018). National Ethical Guidelines for Health and Health-Related Research. https://ethics.healthresearch.ph/index.php/phoca-downloads/category/4-neg.
Prasetya, W., Leek, C., Melkonian, O., ten Tusscher, J., van Bergen, J., Everink, J., van der Kils, T., Meijerink, R., Oosenbrug, R., Oostveen, J., van den Pol, T., & van Zon, W. (2019). Having fun in learning formal specifications. In 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET), 192-196. IEEE. https://doi.org/10.1109/icse-seet.2019.00028.
Raes, A., Vanneste, P., Pieters, M., Windey, I., Noortgate, W.V. D., & Depaede, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students' engagement and the effect of quizzes. Computers & Education, 143, 103682. https://doi.org/10.1016/j.compedu.2019.103682.
Raju, D.T., Murthy, G. R. K., Khade, S. B., Padjama, B., Yashavanth, B. S., Kumar., A. S., Soam, S. S., & Srinivasarao, Ch. (2021). Understanding learning behaviour in online courses through learning analytics. Asian Journal of Agricultural Extension, Economics and Sociology, 39(10), 381-390. https://doi.org/10.9734/ajaees/2021/v39i1030705.
Redmond, P., Abawi, L. A., Brown, A., Henderson, R., & Heffernan, A. (2018). An online engagement framework for higher education. Online learning, 22(1), 183-204. https://doi.org/10.24059/olj.v22i1.1175.
Rugube, T., Mthethwa-Kunene, K. E., & Maphosa, C. (2020). Promoting interactivity in online learning–Towards the achievement of high-quality online learning outcomes. European Journal of Open Education and E-learning Studies, 5(2). https://doi.org/10.46827/ejoe.v5i2.3381.
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