Perspectives of Engineering College Students With ADHD About How Different Instructional Practices Influence Student Engagement (Poster 35)

• In Event: AERA Poster Session Wednesday 4:20 p.m.
  In Poster Session: Enhancing Engineering Education: Engaging Students Through Personal Experience, Active Learning, and Innovative Instructional Tools

Abstract

Active learning has become popular in engineering higher education, yet limited research has explored how engineering college students with attention-deficit/hyperactivity disorder (ADHD) experience it. This study explores student engagement from the perspectives of 26 engineering college students with ADHD when exposed to traditional lecturing and active learning pedagogies. Utilizing the Interactive-Constructive-Active-Passive theory and Kahu’s framework of student engagement, we analyzed data collected through focus groups and individual interviews. Preliminary results indicate active learning pedagogies, particularly group problem-solving activities, significantly enhance student engagement. While participants tended to disengage in lecture-based classes, some did experience high levels of engagement. Our study highlights factors influencing student engagement, such as instructor behaviors, the implementation of active learning, student relationships, and personal characteristics.

Authors

• Xiaping Li, University of Michigan

• Musabbiha Zaheer, University of Michigan

• Nolgie O. Oquendo-Colon, University of Michigan

• Cynthia Finelli, University of Michigan