THE PROJECT
This project examines the link between student engagement and perceived learning outcomes in online courses. Using data from a course evaluation survey at Georgetown University, the analysis explores how factors like interactivity impact students’ feelings about what they learned. The study provides insights into the complex relationship between engagement and learning, especially in the context of distance education. It highlights the importance of designing courses that not only deliver content but also actively engage students to enhance their educational experience.
SPECIFICATIONS
To analyze this relationship, I utilized SPSS software to conduct descriptive and bivariate correlation analyses on survey responses. Key survey questions focused on students’ perceptions of engagement and learning in an online learning environment. By restructuring responses into categories that represent positive and negative perceptions, I clarified trends and made the data more interpretable. Each analytical step was designed to accurately reflect student engagement and highlight factors that contribute to a more interactive and satisfying learning experience.
MY APPROACH
I began by eliminating neutral survey responses to focus on definitive positive or negative perceptions of engagement and learning. Using bivariate correlation analysis, I measured the relationship between perceived engagement and learning outcomes, finding a statistically significant positive correlation. This method supports the hypothesis that higher engagement levels are associated with better perceived learning outcomes, providing evidence for educators to consider more interactive strategies to enhance online learning experiences.