Exploring College Students' Perceptions of Care-Based Pedagogy: A Mixed Method Study
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Abstract
This study explored college students' perspectives on care received from their instructors. Care-based pedagogy, emphasizing the importance of cultivating caring relationships between instructors and students, has gained recognition as a valuable framework for enhancing student engagement and fostering a sense of belonging. However, limited empirical research has investigated students' perceptions of care and its potential impact on their educational experiences. The anonymous student opinion of instruction data from 293 undergraduates were analyzed quantitatively and qualitatively through descriptive statistics and through descriptive-interpretative analysis. The findings indicate that students perceived their instructors to show care and concern for their progress in the course. Additionally, the qualitative analysis identified seven themes illustrating specific actions that students perceived as demonstrations of care for their course progress and wellbeing. These findings contribute to a deeper understanding of care-based pedagogy in higher education.
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