Key Predictors of Engaged Learning Among S-STEM Engineering Students at an HBCU

• In Event: Strengthening STEM Pathways: Strategies for Supporting Students from Low-Income Backgrounds at HBCUs

Abstract

Objectives
While engaged learning is widely recognized as essential for student success in STEM, particularly in rigorous fields like engineering, there is limited empirical research on which factors most effectively promote this engagement. The goal of this study is to use data from a National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics Program (S-STEM) program from a public southern institution to determine how various factors contribute to students’ engaged learning performance.

Theoretical Framework
The study is guided by two theoretical frameworks: Constructivist Learning Theory and Self-Determination Theory (SDT). Constructivist theory posits that students actively construct knowledge through meaningful learning experiences. In STEM education, this involves hands-on, experiential learning activities such as research, internships, and academic competitions. SDT, developed by Ryan and Deci (2000), emphasizes that learners are more likely to be engaged when their psychological needs for autonomy, competence, and relatedness are met. These frameworks inform our focus on internal motivation and learning satisfaction as critical drivers of student engagement.

Methods
We adopted a quantitative research design using survey methodology. The survey was based on the Engaged Learning Index (ELI) developed by Schreiner and Louis (2011). After data cleaning, we conducted a series of statistical analyses, including bivariate correlation, independent-samples t-tests, one-way ANOVA, and hierarchical linear regression.

Data Collection
Data were collected from S-STEM-supported undergraduate engineering students at the institution. The survey instrument included four main sections: demographic variables (e.g., gender, age, generation status), academic performance (e.g., GPA, critical thinking development), satisfaction measures (e.g., learning satisfaction, faculty interaction, overall satisfaction), and the 10-item ELI to assess engaged learning. Of the 50 students surveyed, 43 provided valid responses.

Results
The findings of this study indicate that learning satisfaction is the strongest and most consistent predictor of engaged learning among S-STEM engineering students. Students who reported higher satisfaction with what they were learning in college also reported higher levels of engagement as measured by ELI.

In addition to learning satisfaction, overall satisfaction with the college experience and perceived gains in critical thinking skills demonstrated moderate positive correlations with engagement. These results suggest that students who feel generally positive about their academic journey and believe they are developing essential cognitive skills are more likely to be actively involved in learning.

Overall, the study concludes that subjective factors, especially learning satisfaction, play a more pivotal role in predicting engaged learning than objective measures such as grades or demographic background. These findings highlight the importance of fostering meaningful and satisfying learning environments, where students feel personally connected to what they are studying, as a strategy to enhance engagement and academic success.

Significance of the Study
This study provides valuable insights into how engagement can be fostered among STEM students, particularly at HBCUs. The research contributes to the growing body of scholarship on student engagement, adds empirical evidence from an underrepresented student population, and supports institutional efforts to create more inclusive and effective learning environments in STEM education.

Authors

• Jing Yan, Tennessee State University

• Xia Zhao, Tennessee State University

• Lin Li, Tennessee State University