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Journal on Empowering Teaching Excellence

Abstract

Access the online Pressbooks version of this introduction here.

Student engagement is critical for achieving positive academic and social outcomes. However, maintaining high engagement levels in challenging math-based courses like numerical methods can be difficult. This study addresses this challenge by implementing two assessment-based strategies: a bonus point self-assessment rubric and peer evaluations. These interventions aim to incentivize engagement and reward essential skills such as effort and teamwork, which are often overlooked by traditional grading systems but are crucial for success beyond the classroom. While existing research highlights the potential benefits of self-assessments and peer evaluations, there is limited evidence on their use in technical courses like numerical methods. Additionally, few studies have explored how these strategies impact specific outcomes such as engagement, anxiety, and learning in a higher education STEM context. This study aims to address these gaps by investigating the effectiveness of bonus point self-assessment rubrics and peer evaluations in a numerical methods course, providing valuable insights for educators and researchers. The effectiveness of these strategies is evaluated by comparing student engagement levels in this course to those in other courses. Results indicate that for many students these strategies fostered active participation, reduced anxiety, and enhanced overall learning experiences, offering valuable insights into improving student engagement in challenging academic contexts.

DOI

10.59620/2644-2132.1168

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