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Rybalko, Lebedyk et all / Estrategias para motivar a los estudiantes a participar en actividades académicas y

educativas complementarias para mejorar sus competencias

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Interacción y Perspectiva Dep. Legal pp 201002Z43506

Revista de Trabajo Social ISSN 2244-808X

Vol. 14 N

Octubre-diciembre

ARTÍCULO DE INVESTIGACIÓN

Estrategias para motivar a los estudiantes a participar en actividades

académicas y educativas complementarias para mejorar sus competencias

DOI: https://doi.org/10.5281/zenodo.11205570

Petro Rybalko *, Lesya Lebedyk **, Serhiy Dudko ***,

Viktor Strelnikov ****, Liubov Khomenko *****

Resumen

Este estudio explora el nexo entre la participación de los estudiantes universitarios en

actividades académicas y extracurriculares y el desarrollo de sus habilidades de

pensamiento crítico. Investiga la posible correlación entre la participación de los

estudiantes en actividades extracurriculares y su competencia en los esfuerzos de equipo

colaborativo dentro del entorno universitario. Además, la investigación busca determinar

si existe un vínculo entre la participación académica y la finalización puntual de los

programas de pregrado. El artículo también profundiza en la aplicación de las teorías del

compromiso estudiantil en la educación superior para comprender estas relaciones,

haciendo referencias comparativas al marco educativo en los Estados Unidos.

Palabras clave: educación, gestión, contexto sociocultural, gestión de la innovación,

sistema.

Abstract

Strategies for motivating students to participate in academic and additional

educational activities to improve their competencies

This study explores the nexus between university students' engagement in academic

and extracurricular activities and their critical thinking skill development. It probes into

the potential correlation between students' involvement in extracurricular engagements

and their proficiency in collaborative team efforts within the university setting.

Furthermore, the investigation seeks to determine if there is a link between academic

involvement and the punctual completion of undergraduate programs. The article also

delves into the application of student engagement theories in higher education to

understand these relationships, making comparative references to the educational

framework in the United States.

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Keywords: education, management, sociocultural context, managing innovation,

system.

Recibido: 25/02/2024 Aceptado: 29/04/2024

* Universidade Pedagógica Estatal de Sumy com o nome de A.S. Makarenko, Sumy, Ucrânia. ORCID ID:

https://orcid.org/0000-0002-6460-4255. E-mail: petrorybalko13@gmail.com

** Universidade Pedagógica Nacional de Poltava V. G. Korolenko, Poltava, Ucrânia. ORCID ID:

https://orcid.org/0000-0001-6538-6256. E-mail: lebedyk_lesya@ukr.net

*** M.V. Оstrohradskyi Academia de Educação Contínua de Poltava, Poltava, Ucrânia. ORCID ID:

https://orcid.org/0000-0002-2560-0825. E-mail: dudko@pano.pl.ua

**** M.V. Оstrohradskyi Academia de Educação Contínua de Poltava, Poltava, Ucrânia. ORCID ID:

https://orcid.org/0000-0002-8822-9517. E-mail: strelnikov@pano.pl.ua

***** Universidade Pedagógica Nacional de Poltava V. G. Korolenko, Poltava, Ucrânia. ORCID ID:

https://orcid.org/0000-0001-6806-2783. E-mail: ljudv.dzjuba@gmail.com

1. Introduction

In today's fast-paced society, it is crucial to educate professionals who are

competitive, adaptable and innovative. Higher education is at the forefront of this

challenge, tasked not just with imparting knowledge, but also with improving the

competencies people need to thrive in today's environment.

Today's students are active participants in their educational journeys, influencing the

trajectory and outcomes of their studies. Thus, the involvement of students in both

academic and extracurricular activities is increasingly recognized as a vital goal of higher

education institutions. Such engagement helps unlock student potential, developing core

skills such as critical thinking, creative problem solving, independent learning, and

effective teamwork that are key to professional success.

This research paper examines the complex mechanisms that link student

engagement to competency development. He carefully studies theoretical foundations,

evaluates current research results and offers practical ideas for educational institutions

and their faculties.

Outside of the classroom, student involvement spans the spectrum of activities, from

project participation to academic research, from participation in student government to

attendance at cultural and sporting events. This broad scope recognizes that learning

extends to all aspects of life, shaping intelligence, character and social engagement.

Although a significant body of research, particularly research focusing on American

college students, suggests a beneficial relationship between student engagement and

skill development and academic achievement, this relationship is not universally

observed. Notably, studies in different educational landscapes, such as Taiwan and

Korea, show mixed results. In some cases, there is no clear correlation between student

Rybalko, Lebedyk et all / Estrategias para motivar a los estudiantes a participar en actividades académicas y

educativas complementarias para mejorar sus competencias

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engagement and academic performance, highlighting the complexities associated with

different cultural and pedagogical frameworks.

Predominant research, mostly centered around American academia, supports the

notion that active student engagement correlates with both skill acquisition (as noted by

Strauss and Terenzini, 2007; Roulin and Bangerter, 2013; Kilgo et al., 2015) and

academic progress (Kuh). et al., 2008; Wang & Degol, 2014; Fredricks, J. A., Filsecker,

M., & Lawson, M. A., 2016). However, counterpoints arise in the international context.

For example, Hsieh (2014) studied Taiwanese university students and found no

significant relationship between level of engagement and academic grades, even after

accounting for demographic differences, socioeconomic background, and individual

motivation. Similarly, a study of Korean students (Choi, Rhee, 2014) found that their

educational experiences and outcomes differed significantly from those of their peers

around the world, suggesting that the effectiveness of student engagement may be

mediated by distinctive cultural and educational experiences.

2. Materials and methods

The uniqueness of this study lies in several important aspects:

Innovative Systematic Approach: This study marks a pioneering attempt to

systematically examine how different aspects of student engagement, including both

classroom and extracurricular activities, affect educational achievement. This is the first

study of its kind to comprehensively examine these elements in tandem, providing a

new perspective on student engagement in educational institutions.

Methodological advantage: Unlike previous studies in this area, which were mostly

conducted outside this context, this study boasts significant methodological

improvements. Through the use of a variety of data collection tools—from student self-

reports and standardized tests to detailed administrative records and in-depth student

interviews—the study offers a richer, more detailed, and more objective understanding

of learning outcomes. This multidimensional approach surpasses traditional research

methods, allowing for a more detailed and accurate representation of the educational

landscape.

Expanding Education: The findings of this study aim to significantly expand our

understanding of the dynamics between student engagement and academic success. By

shedding light on this relationship, the study provides valuable information for higher

education institutions and education policy makers. The knowledge gained can contribute

to the development of more effective educational programs and strategies aimed not

only at improving the learning experience, but also at increasing the overall level of

education. The implications of this research go beyond simple academic achievement,

potentially influencing the future direction of educational practice and policy.

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3. Results

Research consistently demonstrates a significant positive relationship between

students' level of engagement and their academic achievement, particularly in terms of

grades (Kuh et al., 2008). The research by Kuh and his colleagues highlights the key

role that student engagement plays in the success of a bachelor's degree. This

achievement is not just a personal milestone; this has far-reaching consequences,

contributing to long-term social and economic improvement. These benefits are not

limited to individuals or their immediate family, but extend to society as a whole,

increasing the overall quality of life (Kuh et al., 2008).

Further research examines the effects of specific types of student engagement. For

example, active participation in collaborative projects and interactions with peers from

different cultures are associated with significant improvements in critical thinking skills

(Tsui, 2008; Kim, J. & Bastedo, M.N., 2016). Special attention is also paid to the

dynamics of interaction between teachers and students. These interactions often extend

beyond the normal classroom environment to include faculty-led research initiatives and

practical application projects. Such engagements are critical to developing students'

independent thinking abilities and improving their skills in synthesizing and evaluating

diverse ideas (Hand et al., 2011; Kilgo et al., 2015).

As a result, student engagement is closely related not only to skill acquisition, but

also to timely completion of educational programs. This correlation has led to an increase

in the popularity of surveys in educational institutions, particularly in the United States,

Canada, and Australia. These surveys aim to collect detailed information about the

nature and frequency of student activities, both in academic and extracurricular areas.

They aim to understand how students perceive and engage with the various educational

and extracurricular opportunities offered by universities (Pascarella et al., 2010;

Johnstone et al., 2018; Douglas, J. A., Thomson, G. & Zhao, K.-M., 2012). This growing

body of research not only sheds light on effective teaching methods, but also helps

develop strategies to improve the overall educational experience and outcomes for

students.

The principles of student involvement in modern pedagogy cover several key

dimensions:

Holistic engagement: Student engagement is recognized as a complex commitment

involving both time and cognitive effort in academic activities. The theory states that the

more time and intellectual energy students invest in learning activities, the more

favorable the results will be.

Dynamic Engagement: The concept of student engagement is dynamic in nature.

This implies different levels of involvement of different students in certain activities or

events, as well as fluctuations in the involvement of the same student in different types

of activities.

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Measurable Aspects of Engagement: Engagement can be quantified in terms of both

quantity (e.g., hours spent preparing for class) and quality (e.g., depth of understanding

vs. rote memorization).

Direct Correlation with Development: There is a direct correlation between students'

academic effort and their skill development and personal growth.

Key findings and implications include:

Academic Participation and Critical Thinking: Active participation in academic

activities, such as engaging in discussions and applying interdisciplinary knowledge, is

positively correlated with enhanced critical thinking skills.

Extracurricular Activities and Teamwork: Participating in extracurricular activities

such as student organizations is beneficial for developing teamwork and critical thinking

skills.

Withdrawal and on-time program completion: Failure to meet academic requirements

creates a significant barrier to completing university programs on schedule.

Cultural Differences in Engagement: The pattern of academic engagement among

American students differs from that of other countries, with American students spending

more time on classes and assignments. The impact of extracurricular activities on

academic performance is less pronounced in comparison.

4. Discussion

These principles emphasize the multifaceted nature of student engagement and its

critical role in shaping educational experiences and outcomes. They also emphasize the

need to consider cultural and contextual differences when examining the impact of

student engagement.

This study represents a pioneering systematic investigation of the relationship

between student engagement and learning outcomes in higher education. It highlights

the limitations of engagement theory, particularly in educational contexts with rigid

academic structures and limited opportunities for engagement. The study points to the

need for a balanced approach to structuring the educational experience and organizing

new student initiatives to improve educational outcomes. The conclusions are especially

relevant for such regions as modern Ukraine, where discussions are ongoing regarding

the improvement of student learning outcomes. This knowledge can guide the

development of student curricula, the distribution of teaching load, and the planning of

new student initiatives, providing universities with a framework to optimize the

educational experience for students.

Based on the results of the research, the following proposals can be formulated that

may be useful for universities:

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Developing Critical Thinking and Teamwork: Engaging students in university-based

extracurricular activities can help develop their critical thinking and teamwork skills. To

do this, you can take the following measures:

Redistribution of students' academic load and expansion of educational formats that

include extracurricular work of students, for example, within student organizations or

project activities.

Creation of accessible platforms and open formats of extracurricular activities on the

basis of the university, as well as creation of a department that coordinates

extracurricular activities of students.

Expanding the practice of accounting for extracurricular achievements (for example,

holding conferences/festivals, implementing charitable projects, etc.) in special

scholarships and university incentives.

Completion of the Educational Program on Time: To increase the number of students

who complete the educational program according to the established schedule, the

following measures can be taken:

Monitoring student engagement (attendance, completed assignments) at the

institutional level and providing targeted assistance to at-risk students, such as referrals

for counseling and face-to-face meetings.

Conducting support courses for students who cannot learn the educational material.

Placement of first-year students in dormitories located close to academic buildings

to reduce travel time. This will allow them to spend more time at the university and

participate in extracurricular activities.

These proposals can serve as a basis for further research and implementation in the

practice of universities with the aim of improving the educational results of students and

facilitating their successful completion of the educational program.

5. Conclusion

Based on the basic ideas of the research, additional considerations and consequences

become apparent, which further emphasizes the multifaceted nature of student

involvement in higher education:

Developing personalized learning pathways: Universities should consider

implementing personalized learning pathways that cater to individual student interests

and career aspirations. This approach can significantly increase engagement by aligning

learning content with students' personal and professional goals, thereby increasing

motivation and relevance.

Integrating technology and innovative teaching methods: Incorporating technology

and innovative pedagogical techniques can play a critical role in increasing student

engagement. This includes online learning platforms, interactive software and virtual

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reality experiences that can bring course material to life and engage a generation of

digitally native students.

Creating an enabling learning environment: Creating an enabling and inclusive

learning environment is key. This includes providing mental health support, mentoring

programs, and fostering a campus culture that values diversity and inclusion. Such an

environment not only promotes student retention, but also encourages active

participation in both academic and extracurricular activities.

Emphasis on developing soft communication skills: In addition to academic

competencies, soft communication skills such as communication, leadership and

emotional intelligence are increasingly important in the professional world. Encouraging

students to develop these skills through group projects, leadership roles in clubs, and

other interactive activities can be very helpful.

Building Industry and Community Links: Establishing stronger links with industry and

community organizations can provide students with hands-on experience and

networking opportunities. Internships, community service and joint projects with

businesses and local organizations can greatly enhance real-world learning and

engagement.

Continuous assessment and feedback: Implementing continuous assessment and

feedback systems can help monitor and enhance student engagement. Regular feedback

allows for timely intervention and adjustment of instructional strategies, ensuring that

the educational experience remains dynamic and responsive to student needs.

Global and Cross-Cultural Exposure: Offering opportunities for global exposure, such

as study abroad programs and international collaborations, can broaden students'

perspectives and understandings, enhance their educational experiences, and prepare

them for the global workforce.

Research and Policy Implications: The findings of this study have significant

implications for educational research and policy making. They call for policies that

support diverse learning methods, encourage innovative teaching practices, and

promote the well-rounded development of students.

In conclusion, this study not only highlights the importance of student engagement

in improving learning outcomes, but also serves as a call to action for institutions to

adopt more holistic, flexible and student-centred approaches in higher education. This

underscores the need for constant evolution and adaptation in educational practices to

meet the diverse needs and aspirations of today's students.

Data availability statement

The data and materials used in the work available for access.

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