STUDENT COURSE COGNITIVE ENGAGEMENT INSTRUMENT (SCCEI)
The purpose of the survey is to collect data about a student’s classroom interaction and engagement with other students in a specific course. The survey concerns their engagement with other students in the class who you will specify. The focus of the study is on “engagement” in the class with a few questions on out-of-class engagement. The survey requires students to specify the first names of each student with whom they engage with.
HOW TO USE
The survey can be taken on any web-enabled device, it is recommended that it is completed on a computer or tablet and formatted on Qualtrics. The survey will take approximately 15 minutes to complete. Students must be over 18 of age to complete the survey.
MEASURED CONSTRUCTS
Interactivity with Peers: Indicates the potential for Interactive Engagement—mutual, meaning-making of concepts through questioning and debating between peers.
Constructive Notetaking: Indicates the degree to which students are generative, reflective, and self-explaining in their course notetaking.
Active Notetaking: Indicates the repetitive, copying behaviors students utilize when notetaking.
Active Processing: Indicates the degree to which students repeat or rehearse course material in their cognitive processing.
Passive Processing: Indicates a cognitive orientation towards instruction via listening and attentiveness
| ICAP Category | Question |
| Interactivity with Peers | I defend my approach to others when discussing course content. |
| I discuss my position with others regarding the course content. | |
| I explain concepts to others when discussing course content. | |
| I justify my perspective on others when discussing course content. | |
| Constructive Notetaking | I add my own notes to the notes provided by the teacher. |
| My course notes include additional content to what the teacher provided. | |
| I add my own content to the course notes. | |
| Active Notetaking | I take verbatim notes (meaning word for word directly from the board/PowerPoint slide/doc camera etc.). |
| I copy solution steps verbatim (meaning word for word directly from the board/PowerPoint slide/doc camera etc.). | |
| I only copy the notes the teacher writes down. | |
| Active Processing | I connect current concepts with previous course content. |
| I apply current solution steps with previous course content. | |
| I think about previous concepts covered in the course. | |
| I consider how multiple ideas or concepts relate. | |
| Passive Processing | I pay attention to my teacher or whoever is speaking. |
| I follow along with my teacher or whoever is speaking when they discuss examples. | |
| I listen when my teacher or whoever is speaking. | |
| I follow along with the activities that take place during the course. |
The two, 3-point Likert scale used. Students were prompted with the two scales simultaneously, with headings indicating the location of activity. Only the in-lecture frequency scale was used for validation studies.
| Prompt (sample): I justify my perspective to others when discussing course content. | |||||
| In lecture (frequency) | Outside the classroom | ||||
| Few to no lecture periods | Some lecture periods | Most lecture periods | Hardly ever | Some days | Most days |