Exploring how course social and cultural environmental features influence student engagement in STEM active learning courses: a control–value theory approach
Abstract Background Active learning, on average, increases student performance in STEM courses. Yet, there is also large variation in the effectiveness of these implementations. A consistent goal of active learning is moving students towards becoming active constructors of their knowledge. This emph...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2025-01-01
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| Series: | International Journal of STEM Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40594-025-00526-6 |
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| Summary: | Abstract Background Active learning, on average, increases student performance in STEM courses. Yet, there is also large variation in the effectiveness of these implementations. A consistent goal of active learning is moving students towards becoming active constructors of their knowledge. This emphasis means student engagement is of central importance. Thus, variation in student engagement could help explain variation in outcomes from active learning. In this study, we employ Pekrun’s Control–Value Theory to examine the impact of four aspects of course social and cultural environments on student engagement. This theory posits that social and cultural features of the course environment influence students’ appraisals of their ability to control their academic outcomes from the course and the value they see in those outcomes. Control and value in turn influence the emotions students experience in the course and their behaviors. We selected four features of the course environment suggested in the literature to be important in active learning courses: course goal structure, relevance of course content, students’ trust in their instructor, and perceived course competition. Results We surveyed students in 13 introductory STEM courses. We used structural equation modeling to map how features of the course environment related to control, value, and academic emotions, as well as how control, value, and academic emotions influenced engagement. We found engagement was positively related to control and value as well as the emotion of curiosity. Engagement was negatively related to the emotion of boredom. Importantly, features of the course environment influenced these four variables. All features influenced control: goal structure, relevance, and instructor trust increased it, while competition decreased it. All features except competition were related positively to value. Relevance and instructor trust increased curiosity. Goal structure, relevance, and instructor trust all reduced boredom, while competition increased it. Conclusion Overall, our study suggests that the way instructors structure the social and cultural environment in active learning courses can impact engagement. Building positive instructor–student relationships, reducing course competition, emphasizing mastery and the relevance of the course to students can all increase engagement in course activities. |
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| ISSN: | 2196-7822 |