Student engagement and classroom variables in improving mathematics achievement |
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| Authors: | So-Young Park |
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| Institution: | 1. Korean Educational Development Institute, 213 Research Bldg., 92-2 Umyeon-Dong, Seocho-Gu, 137-791, Seoul, Republic of Korea
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| Abstract: | The study explored how much student engagement and classroom variables predicted student achievement in mathematics. Since
students were nested within a classroom, hierarchical linear modeling (HLM) was employed for the analysis. The results indicated
that student engagement had positive effects on student academic growth per month in math after taking into account student
variables such as gender, SES, race, and interaction effects. The effects of student engagement are consistent regardless
of minority and gender. Among classroom level variables such as teachers’ degree, experience, certification, authentic instruction,
content coverage, and class size, there is no significant predictor of student math achievement growth. The findings suggest
that student engagement should be emphasized in a school and educational policy for students’ success in a school. |
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