Author: Yujie Cai, Fangzhou Huang,
Session: Lightning Talk

Student engagement in large modules has been researched in pedagogical studies and raised much attention in higher education practices. We examined the forms of student engagement in large modules, in terms of cognitive engagement and psychological engagement. Based on the survey data reported by students taking part in a large finance module in a leading business school of Wales UK, we found that students’ perception of further aspirations and goals and perception of instructor-student relationship was positively related to their individual performance, reflected as individual marks. Besides, the teaching style of large module was found to impact individual performance. In addition, we found students’ own involvement in the group work was positively related to their group performance, reflected as their group coursework marks.

Our study has potential values to both pedagogical research and educational practices. To facilitate large module management, the results will shed light on student-instructor exchange, student self-management and so on. This research can be generalized to all large size modules exploring the relationship between students’ engagement and academic performance. Implications, limitations were also discussed in the paper. About the research data, we have collected student surveys from a large module delivered in Swansea University. The module, as a core module to various degree schemes, is delivered to Level 2 undergraduate students. The research outcomes would provide some practical suggestions to the learning and teaching practices in our university, especially managing student involvement in large modules and enhancing students performance in such context. We are aiming at the lightening presentation to seek for the feedback in order to facilitate the future development of our proposal, but are also open to the idea of other forms of presentation per the panel’s suggestion. We have slides to show, while may not use clickers for audience participation. We would welcome the questions and comments from audience at any time of our presentation and also following that. This research focuses on an ACCA accredited module, which is a large (300 students enrolled) and core module for accounting and finance second year students. We innovatively choose this module as the sample as we believe the aspiration of students (potential exemption on ACCA F9) may have significant impact on their engagement and academic performance.
This research is replicable as there are a number of large size modules in various subject areas receive accreditation from corresponding professional bodies, hence, the methodology adopted in this research is likely to be replicated on those modules have similar nature. This research focuses but not restricted on large size module in finance subject, but applicable to module in all other subject areas.