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This research aims to provide valuable information to the professors and school officials among the higher education institutions in South Korea on the level of classroom engagement among undergraduate students. Questionnaires based on the literature review were administered to 500 students at a university in South Korea. Descriptive statistics, t-test, and ANOVA were used to analyze the data gathered. It was found out that student engagement is the highest in terms of behavioral indicators. Specifically, the responses showed that asking relevant questions during the class is the most frequent way to show that the students are engaged in the classroom. Furthermore, hypotheses, as regards the variance of responses when grouped according to the demographic variables of the respondents, were tested. It was found out that student engagement did not differ significantly in terms of the gender of the participants and their grade point average while the opposite is true in terms of the year level and their department. Furthermore, the most favored engagement strategies by the students include providing the purpose of the activity and assisting the students in completing the activity. This set of information would benefit the teachers and other school officials in creating a plan of action that is geared towards promoting better classroom engagement among students. Through a higher level of engagement, not only the students are learning more effectively, but also they are taking more ownership of their learning process, all of which positively contribute to improved student outcomes.

Students Perception on the Level of Classroom Engagement at a Korean University