Student Academic Engagement Research Articles

Spatial Design Makes a Difference in Student Academic Engagement Levels: A Pilot Study for Grades 9-12

Our research question was, ‘Can we demonstrate that the design of the built environment for grades 9-12 impacts student academic engagement levels?’ A pilot study was conducted using a convenience sample, a high school (grades 9-12) in the USA’s mid-west with a four-year old design solution. To answer the question we designed two online survey instruments, one for students and one for educators, enabling us to construct engagement indexes for each. We then correlated the level of self-reported engagement, as measured by our indexes, with the perceptions of the built environment. A mixed-methodology research technique was used for this research project. Focused interviews used K-12 architects (n=6), administrators (n=3), teachers (n=35), students (n=25). A fifteen (15) question ‘Alpha’/pilot survey was then designed, developed, pre-tested and then submitted to the full membership of the school. Findings revealed that both students and educators agreed that the design of the built environment makes a difference relative to their engagement at both the macro (i.e., Overall) and micro (i.e., Classrooms) at a high level of significance (p<.0001); spatial design makes a difference. The survey proved to be both reliable and valid. Finally, we pay particular attention to questions relating to “movement” and learning.

Effectiveness and Social Validity of the Soles of the Feet Mindfulness-Based Intervention with Special Education Students

Soles of the Feet for Students (SOF) has demonstrated effectiveness at increasing academic engagement among general education students. This work intended to replicate and extend previous work by exploring the effectiveness and social validity of SOF among students receiving special education services, who had low levels of academic engagement and high levels of disruptive classroom behavior, in a public school setting. This study utilized a multiple baseline single-subject design. Four students (grades 4–7) were taught SOF over the course of five 20–30-min sessions. Direct observation data of student academically engaged behavior were collected during baseline and post intervention study phases. Students and teachers also completed social validity questionnaires. Following SOF training, all four students demonstrated improved mean levels of academically engaged behavior. Students and teachers also reported that SOF was an acceptable, feasible, and effective intervention. SOF offers a brief and effective manualized intervention to increase student academic engagement, and conversely reduce classroom disruptive behavior, for students receiving special education services.

Effects of Goal-Setting Instruction on Academic Engagement for Students At Risk

Research indicates teachers feel teaching goal-setting is an effective way to enhance academic engagement. However, teachers ultimately feel unprepared to embed goal-setting instruction into academic content to support active student engagement. Given the importance teachers place on goal-setting skills, there is a need to identify strategies to support teachers embedding goal-setting instruction across the academic day. Therefore, the purpose of this study was to investigate the effects of goal-setting instruction on academic engagement for middle school students at risk for academic failure. Results indicated a functional relation between goal-setting lessons and students’ active academic engagement. Limitations, suggestions for future research, and implications for practice are provided.

College Student Academic Motivation and Engagement in the College English Course

This research examined the relationship between student academic motivation and engagement in the college English course. Based on the current study on communicative language teaching, student academic motivation, and engagement, we hypothesized that student motivation in the English course could predict their engagement. We used the MUSIC model of academic motivation inventory (Jones, 2016b) to explore students’ course perceptions, and we added engagement items to the survey. The participants were 101 first-year college students who were enrolled in this English course. The descriptive statistics data presented the main problems the course in terms of empowerment, success, and interest. The stepwise regression results indicated that the components of empowerment and success in the MUSIC model predicted student engagement. The findings revealed that it is possible for Chinese college EFL teachers to use the strategies in the MUSIC model to redesign their instruction to motivate and engage their students in the English coursework.

Observations and student perceptions of the quality of preservice teachers’ teaching behaviour: construct representation and predictive quality

Observations and student perceptions are recognised as important tools for examining teaching behaviour, but little is known about whether both perspectives share similar construct representations and how both perspectives link with student academic outcomes. The present study compared the construct representation of preservice teachers’ teaching behaviour as perceived by trained teacher observers and students. It also examined the predictive power of both measures of teaching behaviour for student academic engagement. The theoretical framework of teaching behaviour used in this study is based on evidence-based research derived from empirical teacher effectiveness research. The study was part of a national project that included 2164 students and 108 teachers in The Netherlands. Results suggest that, although observations and student perceptions of teaching behaviour shared similar theoretical considerations, the construct representations seemed to differ to some extent. Furthermore, although both perspectives are significant predictors of student academic engagement, student perceptions appeared to be more predictive of their perceived academic engagement than observations. Implications for research on learning environments and teacher education are discussed.

LOS ENFOQUES DE APRENDIZAJE, EL ENGAGEMENT, EL OCIO Y EL RENDIMIENTO ANTERIOR. PROPUESTA DE UN MODELO

INTRODUCTION . Multiple variables influence the teaching-learning process. It is always a challenge for teachers to view students holistically and individually, offering a motivating education based not only on quality material but also respecting their unique identities. The aim of this study was to test a complex structural model based on the Student Learning Approaches (SLA) theory proposed by Biggs, which links learning approaches, engagement and free/leisure time as variables that influence the teaching-learning continuum. METHOD. A total of 752 students studying different degree courses at the University of Leon were recruited to participate in this study. Data were collected using a specifically adapted questionnaire to estimate free/leisure time, the Learning Approaches Questionnaire and the Spanish version of the Student Academic Engagement questionnaire in order to assess engagement. RESULTS. The values obtained indicate that the proposed model presents a satisfactory overall fit. DISCUSSION . The results support the proposed hypotheses, in agreement with other studies. Students’ past performance is a good predictor of a deep or a surface approach. The deep approach correlates positively and directly with high values for engagement and inversely with free/leisure time, whereas the surface approach indicates lower engagement and higher free/leisure time. The marked trend of these results suggests that engagement and approaches are reciprocal predictors. Given that students displaying high engagement and a deep approach have little free/leisure time, and that this, in turn, is recognised as a factor that influences their capacity for recovery, the recommendation to strengthen the use of a deep approach while increasing engagement opens a new line of research aimed at assessing whether these students (high engagement and deep approach) require less free/leisure time to recover, and if so, what is the minimum amount and quality of time necessary.

Types of Homeschool Environments and Need Support for Children’s Achievement Motivation

ABSTRACTWorking within a self-determination theory (SDT) framework, this study used cluster analysis to examine the naturally occurring types of homeschool-learning environments parents (N = 457) have created. Measures of support for student autonomy, mastery goal structure, and use of conditional regard were adapted for a homeschool context and used as constituting variables. Follow-up measures of parental need satisfaction, efficacy, student academic engagement, teaching practices, and demographics were used to identify significant differences among homeschooling motivational profiles. A five-cluster solution best fit the data: a high need support profile, low need support profile and three profiles of mixed need support. In general, the high need and mixed need support profiles were associated with higher student engagement, need satisfaction, efficacy for homeschooling, and frequent use of teaching strategies that promote autonomous motivation and support for student competence. The low need support profile was significantly associated with lower need satisfaction and teaching strategies associated with control. Higher levels of academic engagement were reported for those students homeschooled longer and at higher grade levels. Male teaching parents (N = 29) reported significantly less need satisfaction and were significantly more represented in the low need support profile. These findings point to the utility of self-determination theory for characterizing the motivational environments of homeschools.

Intervention in Online Writing Instruction: An Action-theoretical Perspective

Abstract This analysis argues for an interwoven perspective of motivation, engagement, agency, and action in Online Writing Instruction (OWI) compiled from shared elements of empirical research in online education, writing instruction, and especially student academic engagement in traditional classrooms, where the research domain is comparatively mature. Engagement is the common element shared by these domains. In online education research, engagement is sometimes understood through intentional student actions. In writing instruction, engagement is commonly understood through human agency. In academic settings, engagement can be seen as a foundational part of Self-Determination Theory, which is comprised of cognitive, behavioral, and emotional engagement ( Deci and Ryan, 1985 ). Educators often find measures of engagement valuable because they are reliable predictors of student outcomes, and they suggest a reasonable point of intervention for struggling students. A measure of agentic engagement, which describes the extent to which a student exerts agency to personalize a learning experience, could add value to measures of engagement, especially in OWI where actions and agency are integral to student success. In addition, a focus on engagement and intervention/remediation may offer an opportunity for students to succeed in learning online, not just in OWI, which is a valued skill in the workplace.

Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools

This study tested the theory that an authoritative school climate characterized by disciplinary structure and student support is conducive to positive academic outcomes for middle and high school students. Multilevel multivariate modeling at student and school levels was conducted using school surveys completed by statewide samples of 39,364 students in Grades 7 and 8 in 423 middle schools and 48,027 students in Grades 9 through 12 in 323 high schools. Consistent with authoritative school climate theory, both higher disciplinary structure and student support were associated with higher student engagement in school, higher course grades, and higher educational aspirations at the student level in both samples. At the school level, higher disciplinary structure was associated with higher engagement, and higher student support was associated with higher engagement and grades in both samples. Overall, these findings add new evidence that an authoritative school climate is conducive to student academic success in middle and high schools.

Student-Level Effects of Increased Teacher-Directed Opportunities to Respond

Antecedent-based classroom management strategies, including teacher-directed opportunities to respond (TD-OTR), have been identified and studied in the literature, but the link between those practices and student outcomes is still developing. This study describes a within-subject interrupted time-series analysis of the relationship between increased TD-OTRs and student-level behavior and academic outcomes. Results indicate a statistically significant positive relationship between increased TD-OTRs and student academic engagement and disruptive behavior, but not academic achievement based a standardized progress monitoring measure. Limitations and future directions are noted.

Science in Action: How Middle School Students Are Changing Their World Through STEM Service-Learning Projects

The purpose of Science in Action (SIA) was to examine the relationship between implementing quality science, technology, engineering, and math (STEM) service-learning (SL) projects and the effect on students' academic engagement in middle school science, civic responsibility, and resilience to at-risk behaviors. The innovative project funded by the Corporation for National and Community Service (CNCS) included 6,000+ middle school at-risk students (eligible for at least 50% free or reduced-cost lunch), 126 science teachers who integrated STEM problem-based SL pedagogy into science instruction to teach students to solve real problems in schools and communities. The project involved 20 schools and communities with assistance from 120 community partners. Participants completed pre- and post-SL surveys on academic engagement, civic responsibility, and resilience; qualitative data were collected from journals, interviews, focus groups, observations, and field notes. Results highlight exemplary SL projects that demonstrated increased student academic engagement and achievement for students living in high poverty areas with potential at-risk behavior. Implications for future research and educational practices are discussed.

A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students' Class-Work and Active Engagement.

The purpose of the present study is to show that an independent group contingency (GC) combined with self-management strategies and randomized-reinforcer components can increase the amount of written work and active classroom responding in high school students. Three remedial reading classes and a total of 15 students participated in this study. Students used self-management strategies during independent reading time to increase the amount of writing in their reading logs. They used self-monitoring strategies to record whether or not they performed expected behaviors in class. A token economy using points and tickets was included in the GC to provide positive reinforcement for target responses. The results were analyzed through visual inspection of graphs and effect size computations and showed that the intervention increased the total amount of written words in the students' reading logs and overall classroom and individual student academic engagement.

Teaching skills of student teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement

Student teachers are expected to develop their teaching skills sooner and more rapidly. However, a sound evaluation instrument that can be used to diagnose and monitor the skilfulness level to aid formative assessment of student teachers is still limited. This article is aimed to calibrate and validate a teaching skill evaluation instrument for use in secondary education. A total of 264 student teachers in the Netherlands participated in the study. Rasch and multilevel analyses were used. Results suggest that the evaluation instrument meets the restrictive assumptions of the Rasch model and has predictive value for academic engagement. This adds validation evidence and justifies the calibration of the evaluation instrument to be used for monitoring the development of teacher's teaching skills.

Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: a Rasch modelling approach

The present study examines the development of a measure tapping students’ perceptions of (pre-service) teachers’ teaching behaviour to explore the practical value of such a measure in teacher education and teacher professional development programs. From a sample of 1,635 students of 91 pre-service teachers teaching in secondary education in The Netherlands, random subsamples of 809 students of 45 teachers and of 826 students of 46 teachers were used for analyses. Classical test analyses were used as a preliminary approach prior to utilizing Rasch modelling to the data. Additionally, multilevel analyses were used to examine the predictive validity of the measure on student academic engagement as an external criterion. Results revealed that a shortened and representative measure of teachers’ behaviour meets the requirements of the Rasch model sufficiently. In addition, the predictive quality of the shortened measure was confirmed. Implications of findings for research and educational practices were discussed.

Direct and Indirect Impact of Perceived School Climate upon Student Outcomes

This research aims at investigating and comparing the direct and indirect impact of children’s perceptions of school climate upon their academic performance and socioemotional adjustment. A model was developed in which children’s perception of school climate was considered as the independent variable and student academic performance and socioemotional adjustment as the dependent variables. Within this model, three mediating variables were selected which were children’s perceptions of parental involvement, academic motivation and student academic engagement. The mediators indicate three broad categories, i.e., school, home and student-specific variables, which facilitate comparing the significance of their role in the model. Data was collected from 324 students from Grades 7 and 9 and only the complete data from 268 cases (girls=126, boys=142) was analyzed. Two independent models were tested through path analysis. Findings revealed differential roles of the selected mediators for the student outcomes. This study presents a significantly useful model to understand the impact of school climate and provides baseline information for the implementation of the National Education Policy (2009), which focuses upon the improvement of learning environment of the schools. On the basis of findings, conclusion and recommendations have been presented.

Lessons from abroad: whatever happened to pedagogy?

This paper considers attempts to import pedagogic practices from other educational systems. In so doing, it focuses upon policymakers’ attempts to: (a) import interactive whole class teaching approaches to the UK (and, to a lesser extent, the US); and (b) export learner-centred pedagogies, largely derived from Anglo-American theorising and practice, to industrialised and developing countries that often vary greatly in educational performance. The paper explains why such initiatives have largely proven ineffective, yet notes that while UK policymakers have largely moved away from pedagogic concerns to issues of teacher quality and expectation, learner-centred approaches continue to be proffered as a solution to the educational problems of many traditional societies. Finally, the paper concludes by emphasising student academic motivation and engagement, rather than specific pedagogic practices, as key to the differential performance of industrialised countries in international comparisons.

Integrating the iPad into Language Arts Instruction for Students with Disabilities: Engagement and Perspectives

This preliminary mixed method single subject and qualitative interview study explored the incorporation of iPad tablets into the language arts lessons of four elementary school students with language-based disabilities. Using the iPad increased the student's academic engagement, which was measured by monitoring the number of prompts required to keep the students on task. Teacher and student interviews revealed high levels of satisfaction with using the iPad for language arts instruction. These findings confirmed findings from earlier studies that focused on mobile technology and communication. Limitations of the study and future research suggestions are discussed.

Using iPads With Students With Disabilities

The use of mobile technology has increased greatly in recent years. Although the research in this area is still in its infancy, preliminary studies are showing a positive impact on the skills and academic engagement of students with disabilities. This column provides an overview of a selection of research studies involving mobile devices such as iPads. Ideas for classroom implementation and suggestions to overcome common challenges are also addressed.

Analysis of Achievement Motivation and Academic Engagement of Students in the Nigerian Classroom

Motivating students so that they can succeed in school is one of the greatest challenges of this century. Getting students to learn and sustaining their interest in what they are learning is one of the major objectives of teachers in the classroom. This study therefore attempts to determine the impact of achievement motivation on students’ academic engagement. Three hypotheses were stated. Using Achievement Motivation and Academic Engagement questionnaire administered on 540 senior secondary students’ data was generated for the study. Analysis of the data revealed that achievement motivation has a significant impact on academic engagement with highly motivated students being more academically engaged than the moderately and lowly motivated students. Also result revealed that male students were more motivated than female student and, age also had a significant influence on achievement motivation. Based on this result, recommendations were made on how to raise the achievement motivation of students in order to get them more engaged in school work. DOI: 10.5901/ajis.2013.v2n3p385

Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom

To determine whether "flipping" a traditional basic pharmaceutics course delivered synchronously to 2 satellite campuses would improve student academic performance, engagement, and perception. In 2012, the basic pharmaceutics course was flipped and delivered to 22 satellite students on 2 different campuses. Twenty-five condensed, recorded course lectures were placed on the course Web site for students to watch prior to class. Scheduled class periods were dedicated to participating in active-learning exercises. Students also completed 2 course projects, 3 midterm examinations, 8 graded quizzes, and a cumulative and comprehensive final examination. Results of a survey administered at the beginning and end of the flipped course in 2012 revealed an increase in students' support for learning content prior to class and using class time for more applied learning (p=0.01) and in the belief that learning key foundational content prior to coming to class greatly enhanced in-class learning (p=0.001). Significantly more students preferred the flipped classroom format after completing the course (89.5%) than before completing the course (34.6%). Course evaluation responses and final examination performance did not differ significantly for 2011 when the course was taught using a traditional format and the 2012 flipped-course format. Qualitative findings suggested that the flipped classroom promoted student empowerment, development, and engagement. The flipped pharmacy classroom can enhance the quality of satellite students' experiences in a basic pharmaceutics course through thoughtful course design, enriched dialogue, and promotion of learner autonomy.