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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 instructional practices. 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 instructional practices, particularly implementing 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.