Student Engagement as the Predictor of Direct and Indirect Learning Outcomes in the Management Education Context

Abstract

Student engagement is considered as a strong predictor of learning. It is a multi-dimensional concept, comprising sense of belonging, individual engagement and collaborative engagement. Only a few studies have examined the relationship between student engagement and learning outcomes. Measures of learning can be both direct and indirect. One prevalent direct measure of learning is management competency, assessed through a computer-based business simulation game. Likewise, a popular indirect measure of learning is the perception of acquisition of management skill. The study did not find any relationship between direct and indirect measures of learning. The study also tests the relationship of student engagement variables with both direct and indirect learning outcomes. Collaborative engagement emerged as the most significant predictor of management competency, whereas both individual and collaborative engagements were found to be the significant predictors of indirect learning outcome. The implications of the findings are discussed in terms of involving students in different learning activities both individually and collaboratively to enhance their learning experience. Limitations of the study are pointed out and the directions for future research are highlighted.