THE EFFECT OF INTRODUCING STRATEGY MAP AS A LEARNING TOOL ON STUDENT ENGAGEMENT

During the last two decades, student engagement has become a concern for many researchers who intend to enhance teaching and learning in higher education. This research aims to assess the effects of introducing "the strategy map", a specific learning tool, on student engagement at a public business school. For this purpose, a between subject experimental design was conducted, which included one undergraduate class and one graduate class that were studying an introductory management course at University of Chile. The results showed a statistical difference for the groups of undergraduate and graduate students in all dimensions of engagement; graduate students in either the control or the experimental groups were more engaged. When analyzing undergraduate class only, we found no difference among the control and experimental groups for any dimension of engagement. In the case of graduate students, one dimension was statistically significant: the emotional engagement. Thus, graduate students showed higher emotional engagement when strategy maps were used in class.