Untitled

Funder

Organizational Unit

Publications

First-year law students’ and teacher’s questioning in class

Publication . Ribeiro, Luísa; Rosário, Pedro; Moreira, Inês; Cunha, Rosário Serrão

Classroom questioning can be considered a key factor in the promotion of student engagement. This case study explored classroom questioning practices and perceptions of a group of 47 first-year law students and their teacher. Eight lessons of 90 min were observed and audio-recorded and afterward the students and the teacher answered a questionnaire. The teacher was also interviewed. Researchers examined the number and type of questions asked by the teacher and by the students in the classroom and analyzed the students' and the teacher's perceptions about the importance of classroom questioning. Results indicated that the teacher and most students consider questioning important or very important for student learning. The number of questions posed by students as opposed to by their teacher was not balanced, as the teacher was responsible for 93% of the questions. The analysis of the type of questions posed by the teacher and by the students showed a predominance of low-order questions. Therefore, classroom questioning in this case study did not seem to promote students' autonomous thinking. The current study suggests the importance of examining the teacher and students' patterns of questioning together, analyzing its similarities and discrepancies.

2019Journal article

Restricted access

O processo de ensino-aprendizagem no 1.º ano da universidade: o papel do questionamento na sala de aula

Publication . Trigo, Luísa Ribeiro; Cruz, Cristina; Moreira, Inês; Rosário, Pedro

2010Conference object

Open access

O processo de ensino-aprendizagem no 1.º ano da universidade: congruência entre as ideias ensinadas e as ideias aprendidas

Publication . Trigo, Luísa Ribeiro; Cruz, Cristina; Moreira, Inês; Rosário, Pedro

2010Conference object

Open access

First-year students background and academic achievement: the mediating role of student engagement

Publication . Ribeiro, Luísa; Rosário, Pedro; Núñez, José Carlos; Gaeta, Martha; Fuentes, Sonia

The current study aimed to analyze the relationships between students’ background variables (students’ academic preparation and sociocultural status), students’ cognitive and behavioral engagement, and an outcome variable (academic achievement). One sample of 380 first-year students who were studying in different scientific areas participated in the study. Students answered a questionnaire at the beginning and at the end of their first semester in college. To increase ecological validity, students’ cognitive and behavioral engagement and academic achievement were assessed using a specific curricular subject of the course as a reference. Students’ grades were collected through academic services. Data from both time points were analyzed with a structural equation model (SEM), and data showed a goodness of fit of SEM in both time points. Findings indicate that cognitive and behavioral engagement mediated the relationship between students’ background variables and their academic achievement. The analysis of both SEM allows us to understand that academic achievement at the end of the semester is closely related to what happens at the beginning of the semester (e.g., approach to learning, study time). Thus, promoting students’ engagement at the beginning of the semester should be considered a priority, as the first part of the first semester represents a critical period for students and for their integration in college. Thus, universities should consider improving their mechanisms of collecting information to allow for early identification, support, and monitoring of students at risk of dropping out, showing high level of disengagement and low academic achievement.

2019Journal article

Open access