DESIGNING CONTRAST TO SUPPORT LEARNING IN SCIENCE AND TECHNOLOGY COURSES THROUGH RHYTHMIC ENGAGEMENT PEDAGOGY (REP)

Yen-Sheng Chen

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DESIGNING CONTRAST TO SUPPORT LEARNING IN SCIENCE AND TECHNOLOGY COURSES THROUGH RHYTHMIC ENGAGEMENT PEDAGOGY (REP)

Title	DESIGNING CONTRAST TO SUPPORT LEARNING IN SCIENCE AND TECHNOLOGY COURSES THROUGH RHYTHMIC ENGAGEMENT PEDAGOGY (REP)
Publication Type	Journal Article
Year of Publication	2026
Authors	Chen, Y-S
Journal	Journal of Baltic Science Education
Volume	25
Issue	5
Start Page	819-834
Pagination	Continuous
Date Published	October / 2026
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	Active learning, course design, higher education, science and technology education, student engagement
Abstract	Active learning in higher education science and technology courses is often discussed through pedagogical approaches or in contrast with lecture, with less attention to how engagement is organised over educational timescales. This study examined Rhythmic Engagement Pedagogy (REP), a contrast-based design that coordinates recurring shifts between teacher explanation and student activity across the macro, meso, and micro course timescales, with rhythm referring to this temporal pattern rather than to music. Using a cross-course, cross-semester quantitative design, the study compared three 2025 REP offerings with non-REP offerings in a theory-oriented circuit course, a mixed theory–practice antennas course, and a practice-centred microwave laboratory course. Attendance records and final grades were analysed between semesters, and pre- and post-course questionnaires assessed behavioural, cognitive, and emotional engagement. The REP offerings had attendance rates 17.3, 13.4, and 15.9 percentage points higher and final grades 17.7, 9.2, and 11.7 points higher, respectively. Post-course ratings exceeded pre-course expectation ratings in all nine course-by-dimension comparisons, with the largest differences observed in the theory-oriented course. REP addresses this temporal dimension by coordinating lecture, student activity, and assessment across multiple course timescales without prescribing a fixed set of active-learning activities.
URL	https://oaji.net/articles/2026/987-1793131578.pdf
DOI	10.33225/jbse/26.25.819
Refereed Designation	Refereed
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