student engagement achievement
28912483
Employing intergroup competition in multitouch design based learning to foster student engagement, learning achievement, and creativity
This study developed an intergroup competition mechanism and integrated it into a multitouch platform for collaborative design based learning (DBL) to enhance elementary school students' engagement, learning achievement, and creativity. A total of 58 elementary school students in 2 sixth grade classes participated in the study over a period of 9 weeks. A quasi experiment was conducted to examine the effects of the intergroup competition mechanism. The two classes were divided into an experimental group (a class of 28 students in collaboration with intergroup competition) and a comparison group (another class of 30 students in collaboration without intergroup competition) and the students in both groups were required to carry out a tessellation design project with their partners on the multitouch platform. Statistical analyses revealed that students under the intergroup competition condition had significantly better student engagement, learning achievement, and creativity than those under the no competition condition. The results suggest that the computerized intergroup competition mechanism is effective in enhancing student engagement, learning achievement, and creativity. On the basis of the results, considerations in relation to the intergroup competition mechanism and the enhanced cognitive processes in multitouch DBL are discussed. We propose an intergroup competition mechanism for multitouch DBL.The intergroup competition mechanism can foster students' engagement.The intergroup competition mechanism can enhance students' achievement.The intergroup competition mechanism can facilitate students' creativity.
Comput. Educ.
Cheng-Huan Chen C H Chiu
148062345
Learning support and academic achievement among Malaysian adolescents: the mediating role of student engagement
The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their academic achievement. Malaysian adolescents (aged 12 17 years, N 2359) completed a self administered questionnaire based on an adapted version of the Student Engagement And Learning Support Scale. Item and factor analyses were performed to ensure appropriate psychometric properties of the scales. Pearson correlation analysis identified the relationship between variables and structural equation modelling was conducted to identify the role of student engagement as a mediator between learning support and academic achievement. The study provides empirical support for the hypothesis that perceptions of learning support influence adolescents' affective, behavioural and cognitive engagement in school in different ways, which in turn influences their academic achievement. Cognitive engagement seemed to be the best predictor of academic achievement and the strongest mediator for all three types of learning support. Behavioural engagement was negatively associated with academic achievement, and affective engagement did not have a direct relationship with academic achievement, although it contributed indirectly through cognitive and behavioural engagement. The results of this study provide a basis for policy makers to initiate prevention and intervention programs for increasing the quality of parent child, teacher student and peer peer relationships which ultimately could lead to improved academic competence and outcomes.
Zalizan Mohd Jelas Norzaini Azman Hutkemri Zulnaidi Nor Aniza Ahmad
54599926
Assessment of student engagement among junior high school students and associations with self esteem, burnout, and academic achievement
The aim of the study was to investigate the structure of affective and cognitive engagement using the Student Engagement Instrument (SEI; Appleton, Christenson, Kim, Reschly, 2006) and to examine the associations to behavioral engagement, as well as student reported self esteem, burnout, and academic achievement among Finnish junior high school students. The analyses were carried out in the main sample of 2,485 students, as well as in an independent sample of 821 students. The results showed that the original five factor structure of the SEI construed along three affective and two cognitive engagement factors fit the current data relatively well. Affective and cognitive student engagement correlated positively with an independent measure of behavioral engagement. Furthermore, affective and cognitive engagement were positively associated with student reported self esteem and academic achievement, and negatively with school burnout. The findings provided corroborating evidence for the psychometric properties and utilization of the SEI instrument for assessing the engagement of junior high school students.
Tuomo Virtanen Noona Kiuru Marja-Kristiina Lerkkanen Anna-Maija Poikkeus Matti Kuorelahti
147629839
A multi method approach for describing the contributions of student engagement on fifth grade students' social competence and achievement in mathematics
Abstract Multiple perspectives of measuring engagement (i.e. student teacher and observer report) were used to describe the contributions of engagement during mathematics instruction on fifth graders' (N 387) social skills and achievement. Students completed questionnaires on their mathematics engagement. Teachers completed questionnaires on students' engagement and social skills. Researchers observed student engagement during math lessons. Students' scores on a standardized test were used to assess mathematics achievement. All three approaches to measuring engagement were significantly associated with students' social skills in math class. Teacher reported student engagement and observer reported student engagement were significantly associated with students' mathematics achievement, but student reported engagement was not significantly associated with achievement. Moderation analyses revealed that associations between math engagement and outcomes were no different for boys than girls. Findings are useful when considering ways to identify engagement and promote social interactions and achievement during mathematics instruction.
Alison E Baroody Sara E Rimm-Kaufman Ross Larsen Timothy W Curby
151985664
Student engagement in the Caribbean region: Exploring its role in the motivation and achievement of Jamaican middle school students
Using an expectancy value framework, the present investigation is the first to explore the generality of this theorizing and research in the emerging regional context of the Caribbean. Given high underachievement in the Caribbean region, we addressed the need to better understand the role of engagement in students' academic motivation and achievement. A total of 585 year 6 to 9 students from five Jamaican schools responded to a survey assessing their motivation milieu (academic expectations and values held by their parents, teachers, and peers) their self motivation (expectancies and values) behavioral engagement (class participation, homework completion, school absenteeism) and their academic achievement (in mathematics, language arts, and science) Structural equation modeling showed that (a) students' own motivation was influenced by their motivation milieu, and (b) students' behavioral engagement significantly mediated the relationship between their motivation and their academic achievement. Findings confirm the generality of behavioral engagement effects among students in the developing Caribbean region and represent a novel contribution to the study of developing and emerging educational contexts more broadly.
Tamica G Martin Andrew J Martin Paul Evans
54528924
Flipping College Algebra: Effects on Student Engagement and Achievement.
This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional course, despite no differences in demographics. Moreover, students in the flipped course reported greater gains in affective variables related to mathematics than did students in traditional courses. In addition, this study found evidence that the flipped course experience was especially impactful for Hispanic women. Introduction Colleges and universities have increasingly been concerned with "bottleneck" or "gateway" courses: that is, entry level courses with high level enrollment but low success. Failure of these courses to effectively serve students can have a severely detrimental effect on both the student and the institution. At the forefront of identified bottleneck courses is college algebra, a one semester mathematics course that can either be taken for general education credit or as a prerequisite for further mathematics courses. Each year more than 1,000,000 students take college algebra or a related course (Lutzer et. al, 2007) Moreover, studies have placed the non success/withdrawal rate for these courses nationally in the 40 50% range (Herriot, 2006) In April 2013, California State University Chancellor Timothy P. White's budget proposal included funding to reduce the negative 116 TLAR, Volume 21, Number 1 impact of bottleneck courses through the use of innovative online technologies. One such type of course redesign is the initiative to "flip" the classroom. In a flipped class, students watch online video lectures before coming to class, complete a pre assessment assignment, and then engage in a classroom discussion of the material facilitated by the instructor. This is in contrast to the traditional lecture model, where students independently take lecture notes and then attempt to complete homework problems on their own. In this paper, we present the results of flipping a college algebra class using online technologies. Our conceptual model addresses the following two research questions: 1. How does the academic achievement of students in a flipped college algebra class compare with that of students in a traditional lecture model college algebra class? 2. What variables may serve as predictors for student achievement in a flipped college algebra class? This paper presents a current literature review and theoretical model; the methodology used in the study with regard to questionnaire design and data collection; the data analysis; and the results and implications of this research. Literature Review and Theoretical Model Review of Recent Studies The struggle that students face to pass college algebra is well documented. In 2010, a national U.S. Department of Education study found that 80 percent of high school dropouts cited their inability to pass Algebra I as the primary reason for leaving school (Schachter, 2013) Problems common to algebra students include the student's previous knowledge of the subject, the effectiveness of the instruction, and their motivation to work hard enough to succeed (Thiel, Peterman, Brown, 2008) Many college students, not just those in college algebra, have misconceptions about their "math ability" and have since given up on the notion that they could ever truly succeed in math (Boaler, 2013) These types of perceptions, coupled with the difficulty of the material and its reliance on prerequisite math skills from K 12 math classes, lead to many students failing college algebra, often multiple times. Flipping College Algebra| 117 Intervention strategies have been implemented to try and increase student pass rates in college algebra with varying degrees of success. Examples leveraging the use of modern technology include Carla Thompson and Patricia McCann's study to redesign college algebra to improve student retention (2010) Sherry Herron's study on the use of computer algebra systems in the classroom to improve pass rates (2012) and Neil Hatem's study on the use of graphing calculators (2010) Other types of technology used in college algebra have included online homework, online tutoring services, and multimedia technology (Kersaint, Dogbey, Barber, Kephart, 2011) Approaches such as tutoring and supplemental instruction have also been found to be helpful for increasing both academic performance and improving attitudes towards math (Corey Legge, 2010; Ugo, 2010) While college alebra professors share one major goal, to increase pass rates, it is also important to consider the affective component of student success. The term "affect" in mathematics, while not strictly well defined, generally relates to a student's beliefs and attitudes towards studying math (Di Martino Zan, 2010) Studies have shown that a college student's positive attitude towards mathematics tends to be correlated to higher achievement in a math courses (Hemmings Kay, 2010; Hodges Kim, 2013) Although studies have been conducted on improving both achievement and affect in traditional college algebra settings, few explore flipped class college algebra courses. Several recent studies on general flipped class strategies have been conducted, including Kathleen Fulton's study (2012) of flipping high school classrooms (2012) Maloy's study of flipping a college community engagement course (2014) and Demski's "expert tips" article (2013) However, few studies focus on a college mathematics courses in general, let alone for college algebra specifically (Wilson, 2013; Sparks, 2011) With this study, we hope to address a gap in the literature to examine the effects on student achievement of flipping college algebra in a university setting. The learning process can be analyzed with Anderson and Krathwohl's revision of Bloom's Taxonomy in Figure 1(Krathwohl Anderson, 2010) 118 TLAR, Volume 21, Number 1 Figure 1. Revised Bloom's Taxonomy In the traditional classroom model, the first two levels, "remember and understand," are presented during classroom time. The student is responsible for the higher levels of comprehension on her or his own. By comparison, the flipped class is structured to allow in class time for higher levels of comprehension. Since students watch pre recorded lecture videos on the material before coming to class, class time can incorporate a problem solving workshop format where students can work independently or in groups to solve more difficult problems. This allows the first two levels of Bloom's taxonomy to take place before class, and allows the instructor and students to build the upper levels of comprehension together during class time. Flipped Class Structure The flipped class used in this study is based on a three step process. The student is expected to watch a 7 12 minute online module for each section of the text prior to coming to class. These modules include explanation of main ideas, examples, and embedded comprehension questions that the student answers as he or she watches and completes a pre assessment "Ticket in the Door" prior to coming to class. He or she then brings the completed Ticket in the Door to class the next day; this serves as the basis for the class discussion and work. Students present their solutions to Ticket in the Door problems and then spend the rest of the class period engaged in problem solving of more difficult problems that would traditionally be assigned as homework (Figure 2) Flipping College Algebra| 119 Figure 2. Three Part Flipped Class Model Theoretical Model This study aims to measure differences in achievement between students in a flipped college algebra class and students in a traditional lecture class. In addition to the standard marker variables of ethnicity and gender, we consider how being in a flipped class as well as previous attempts at college algebra may predict a student's affective response to college algebra. We use this set of variables, along with the student's affective responses, to predict academic achievement in college algebra (Figure 3) Figure 3. Theoretical Prediction Model Method This study was based on students at California State University Fullerton (CSUF) who completed Math 115: College Algebra, during the spring 2014 semester. CSUF is a large, urban, 4 year public university in Southern California, with approximately 38,000 students. The 669 students who completed the Math 115 course in Spring 2014 120 TLAR, Volume 21, Number 1 were included in this study. Information regarding ethnicity, gender, number of college algebra attempts, and grades was reported via university records for all participants. For the population of 669 students, 40.1% of the students self identified as male and 59.9% of the students as female. Approximately 18.1% of students self identified as Asian/ Asian American; 19.1% as White/Caucasian; 49.9% as Hispanic/Latino/a; 3.0% as Black/African American; 6.3% as multiracial; 0.6% as "other" and 3% as unknown/decline to state. Since this was a spring semester, we considered the number of times the student had attempted college algebra. First time students accounted for 49.9% of the population; students who had taken the class once previously accounted for 46.9% of the population, and students who had taken the class two or more times accounted for 3.1% Thus, half of the students had either previously failed or withdrawn from college algebra at CSUF. Because the flipped program was a pilot, the flipped group was smaller than the traditional lecture group. There were 19 sections of college algebra, with 3 flipped sections and 16 traditional lecture sections. Of the three instructors who taught flipped classes, two of them also taught traditional lecture classes. The flipped classes accounted for 19.9% (133) of the students, while 80.1%
Cherie Lynn Ichinose Jennifer Clinkenbeard
41078619
AFFORDANCES OF FLIPPED LEARNING AND ITS EFFECTS ON STUDENT ENGAGEMENT AND ACHIEVEMENT
When an increasing interest focuses on the effectiveness of the flipped classroom, it is important to understand how the concept of flipped learning shifts pedagogy. Therefore, the purpose of this literature review was to explore the effectiveness of a flipped classroom model on student engagement and achievement as well as the affordances of a flipped model vs. that of a traditional model. More than thirty peer reviewed journal articles with a sound research methodology published within the last five years were critically analyzed and evaluated. The major findings reveal that flipped learning can afford students a more engaging environment that can lead to higher achievement and a better preparedness for 21 century learning and work environments. The recommendations for teachers, administrators and researchers are discussed.
J E Bormann
20930689
Psychological Distress and Student Engagement as Mediators of the Relationship between Peer Victimization and Achievement in Middle School Youth
Peer victimization is a well known national and international problem, contributing to a range of emotional, social, and behavioral consequences. Using structural equation modeling, the authors tested a theoretical model suggesting that psychological distress and student engagement mediate the association between the experience of victimization and concurrent academic achievement. Participants were 469 (46.4 male, 53.6 female) 6th to 8th grade students, from randomly selected classrooms in 11 middle schools in a southeastern school district. Structural equation models of the hypothesized effects demonstrated adequate fit to the data, with both symptoms of psychological distress and engagement mediating the relationship between victimization and academic achievement. In general, the results suggest that victimization predicts diminished academic achievement by way of psychological distress and poorer engagement in classroom and academic tasks. However, the direct relationship between victimization and measures of achievement lacked significance across many correlational and path analyses conducted. These findings have implications for researchers and practitioners in understanding how psychological distress and student engagement are associated with the academic performance of students who experience peer victimization.
Journal of youth and adolescence
Christine M Wienke Totura Marc S Karver Ellis L Gesten
56229411
THE RELATIONSHIPS BETWEEN STUDENT ENGAGEMENT AND THEIR ACADEMIC ACHIEVEMENT
The purpose of this study was to examine the relationships between student engagement and academic achievement. In another saying, this study aimed at determining the extent to which student engagement explains or predicts academic achievement. The study was carried out with the correlational research. The research sample was made up of 304 students. Student Engagement Scale and Demographic Variables Form were used for data collection tools. For the analysis of the data, descriptive statistics, correlation analysis, twostep cluster analysis, independent samples t test and regression analysis were applied. The results obtained via the analyses conducted revealed that there were significant relationships between the students' academic achievement and student engagement as well as between their academic achievement and especially the dimensions of cognitive engagement, behavioral engagement and sense of belonging. In addition, it was found out that cognitive, behavioral and emotional engagements that is class engagement predicted academic achievement and explained it with a rate of 10%
3156627
Relationships matter: linking teacher support to student engagement and achievement.
An emerging consensus exists in the school reform literature about what conditions contribute to student success. Conditions include high standards for academic learning and conduct, meaningful and engaging pedagogy and curriculum, professional learning communities among staff, and personalized learning environments. Schools providing such supports are more likely to have students who are engaged in and connected to school. Professionals and parents readily understand the need for high standards and quality curriculum and pedagogy in school. Similarly, the concept of teachers working together as professionals to ensure student success is not an issue. But the urgency to provide a personalized learning environment for students especially with schools struggling to provide textbooks to all students, hot meals, security, and janitorial services is not as great in many quarters. While parents would prefer their children experience a caring school environment, does such an environment influence student academic performance? Research suggests it does. For students to take advantage of high expectations and more advanced curricula, they need support from the people with whom they interact in school.
The Journal of school health
Adena M Klem James P Connell