Pedagogical Interaction and Student Engagement at Selected University

Abstract

This quantitative study examined pedagogical interaction and student engagement in a university in Guangdong, China, involving 364 students and 132 teachers. Surveys evaluated pedagogical strategies, including reflective, inquiry-based, and collaborative learning, alongside cognitive, emotional, and behavioral aspects of student engagement. Professional development was measured by the establishment of training systems aimed at enhancing students' capacity to engage in classroom interactions, ensuring that teachers progressively cultivate active participation.The findings show that teachers frequently facilitate teamwork, reflect on their teaching practices, and set clear expectations for group activities. They also promote inquiry-based learning by fostering interactive environments where students exchange ideas and engage in discussions. In problem-based learning settings, teachers guide students through research, data analysis, and presentations. However, Spearman’s rho correlation analysis found no significant relationship between teaching strategies and student engagement, suggesting that changes in one do not necessarily affect the other. This indicates that factors beyond pedagogy, such as student motivation or external influences, may impact engagement. The study highlights the need for more personalized learning approaches and enhanced support systems to encourage participation. And, continuous professional development remains crucial, ensuring educators can create environments that nurture meaningful student engagement, regardless of instructional strategies used.