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ACADEMIC ENGAGEMENT RATINGS AND INSTRUCTIONAL PREFERENCES: COMPARING BEHAVIORAL, COGNITIVE, AND EMOTIONAL ENGAGEMENT AMONG THREE SCHOOL-AGE STUDENT COHORTS

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Date Issued:
2011
Summary:
The purpose of this study was twofold. The first objective was to determine the nature and extent of any differences that may exist between upper elementary, middle, and high school students among the 3 dimensions of student engagement-behavioral, cognitive, and emotional. The second objective was to gain a deeper understanding of students' preferences of learning and teaching styles through focus group sessions. The goal was to better support educators in identifying best teaching practices and effective instructional procedures that engage students throughout the students' educational career, therefore, possibly providing an intervention against the high school dropout rate. The engagement ratings and instructional preferences of 93 students in 3 school levels-upper elementary, middle, and high-were examined in this study. Findings of this study suggest there are statistically significant differences between 2 of the 3 primary dimensions of student engagement: cognitive and emotional. However, results indicate there is no statistical difference in the behavioral dimension among the 3 school levels. In addition, findings of this study revealed a strong emotional theme among all 3 school levels. Each group of participants shared a large percentage of comments about emotional connections between students and teachers. Another popular theme among participants is the preference for kinesthetic activities. Each focus group revealed their preference of learning and teaching styles with top choices involving hands-on activities, games, and project-based learning.
Title: ACADEMIC ENGAGEMENT RATINGS AND INSTRUCTIONAL PREFERENCES: COMPARING BEHAVIORAL, COGNITIVE, AND EMOTIONAL ENGAGEMENT AMONG THREE SCHOOL-AGE STUDENT COHORTS.
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Name(s): Conner, Tonya Bess, Author
Type of Resource: text
Date Issued: 2011
Publisher: University of West Florida
Language(s): English
Summary: The purpose of this study was twofold. The first objective was to determine the nature and extent of any differences that may exist between upper elementary, middle, and high school students among the 3 dimensions of student engagement-behavioral, cognitive, and emotional. The second objective was to gain a deeper understanding of students' preferences of learning and teaching styles through focus group sessions. The goal was to better support educators in identifying best teaching practices and effective instructional procedures that engage students throughout the students' educational career, therefore, possibly providing an intervention against the high school dropout rate. The engagement ratings and instructional preferences of 93 students in 3 school levels-upper elementary, middle, and high-were examined in this study. Findings of this study suggest there are statistically significant differences between 2 of the 3 primary dimensions of student engagement: cognitive and emotional. However, results indicate there is no statistical difference in the behavioral dimension among the 3 school levels. In addition, findings of this study revealed a strong emotional theme among all 3 school levels. Each group of participants shared a large percentage of comments about emotional connections between students and teachers. Another popular theme among participants is the preference for kinesthetic activities. Each focus group revealed their preference of learning and teaching styles with top choices involving hands-on activities, games, and project-based learning.
Identifier: WFE0000279 (IID), uwf:60904 (fedora)
Note(s): 2011-08-01
Ed.D.
Department of Professional and Community Leadership
Masters
Subject(s): Student engagement, behavioral, cognitive, emotional, academic ratings, learning preferences
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000279
Restrictions on Access: public
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF

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