The Association of Student Engagement With Classroom Behaviors and Educational Outcomes in a University Gateway Course

• In Event: 15.043 - Approaches to Accessing Learning Environments

Abstract

In this study, students (N = 407) in two cohorts of an undergraduate financial accounting course in a large, East Coast university participated in the Experience Sampling Method (ESM) measuring students’ classroom behaviors, engagement, and perceived learning. Multilevel Structural Equation Modeling and a bifactor analytic strategy demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on student engagement and attention, which, in turn, predicted perceived learning (within-student effects). Student engagement mediated the significant effect of sitting in front seats on course grades (between-student effect). Implications for policy and practice center on the role of learning environments in instructional quality.

Authors

• David J. Shernoff, Rutgers University

• Erik Ruzek, University of Virginia

• Alexander J. Sannella, Rutgers University - Newark

• Roberta Y. Schorr, Rutgers University

• Lina Sanchez Wall, Fairleigh Dickinson University

• Denise Bressler, Rutgers University