Unravelling Engagement: Exploring Factors Influencing University Students' Participation in Statistics Classes

Abstract

This study examines the critical role of student engagement in academic success, focusing on university-level statistics courses. Using a sample of 120 undergraduate students from a Portuguese university, authors applied the University Student Engagement Inventory (USEI) to assess behavioral, emotional and cognitive engagement. Variables analyzed included teaching methodology (traditional vs. blended), gender, academic background and five key factors: learning environment, active strategies, feedback, sense of belonging, and technology use. Results indicate that a supportive environment, active learning and timely feedback significantly boost behavioral and cognitive engagement. Emotional engagement was lower among female students but improved with blended learning. Although technology alone was not a strong predictor, blended learning had a positive effect, particularly on emotional and behavioral dimensions. These findings highlight the value of adaptive, student-centered teaching and the importance of emotional and cognitive support in fostering engagement and offers practical insights for educators encouraging further research in academic settings.