ScholarWorks@숙명여자대학교

초록

The study explored what student and classroom variables affected student engagement in mathematics. Since students were nested within a classroom, hierarchical linear modeling (HLM) was employed for the analysis. The results represented that students’ gender, SES, and prior achievement made differences in student engagement. Teachers’ years of experience, certification, and degree had direct and indirect effects on student engagement level. Small size class had positive effects on student engagement, and content coverage also increased student engagement. Authentic instruction reduced the gender gap of student engagement.

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