ScholarWorks@숙명여자대학교

초록

Engagement has been regarded as a strong predictor of student drop-out rate and achievement, and enhancing student engagement has been a challenge to educators over the past decade. The study explores how much student engagement predicts student achievement, and what teacher variables improve student achievement. Since students were nested within a classroom, Hierarchical Linear Modeling(HLM) was used for this analysis. Out of the Prospects data, the focus was put on the sample of about 6,000 first grade students and about 460 teachers from the fall to spring of the 1991-1992 school year. The results represent that student engagement has positive effects on student academic growth per month in reading after taking into account student variables such as gender, SES, and race. Girls learn more than boys in reading class. Asian, Black and Hispanic first grade students significantly learn more per month during the academic year than White first grade students. Teachers' years of experience have positive effects on the average academic gains per month. Only class size has equalizing effects, which means that the effect of student engagement on academic gains is larger in a small classroom than in a large one. These findings suggest that student engagement is worthy of being emphasized because student engagement makes a significant contribution to student academic achievement. Another implication is that teacher's experience are worthy of being rewarded. The third is that classroom reduction project should be emphasized for better engagement and achievement improvement.

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