Measuring and Understanding Student Engagement in Science Classrooms: An Investigation of the Contextual Factors and Longitudinal Outcomes

• In Event: Promising Scholarship in Education: Dissertation Fellows and Their Research

Abstract

Given the demand to increase interest in science, technology, engineering, and mathematics (STEM) throughout the educational system, the high school can serve as a critical part in supporting students’ interest in STEM. As students develop future educational and occupational plans, engagement experiences in their courses, can shape their interest in the types of majors and careers to pursue. To gain a better understanding of engagement, data are often collected through observations and surveys, yet these measures may not fully be able to get into the blackbox of student learning. What does engagement look like for each student, not just the average student? What is engaging to students—that is what is it specifically creates a learning experience is interesting? This study examines engagement in science using data from the High School Longitudinal Study of 2009 (HSLS:09) and is motivated by a set of analyses from a separate dataset constructed using the Experience Sampling Method (ESM). This mixed-dataset approach provides a unique perspective on engagement and the contexts in which it exists.

Author

• Justina L. Judy, Michigan State University