How Well Can the Classroom Assessment Scoring System (CLASS) Predict Student Engagement? Secondary Analysis of the Measures of Effective Teaching Project

• In Event: Sheraton Roundtable Session Three
  In Roundtable Session: Approaches to Quality Learning Environments: Active Classrooms, Technology-Based Learning, Classroom Support, and Student Engagement (Table 11)

Abstract

Few studies explain the relationships between teaching quality and student engagement in a large dataset. This study conducted a secondary analysis on the Measurement of Effective Teaching (MET) project by comparing the original CLASS data from MET and a subset of its data. Hierarchical regression models were performed to explore indicators (e.g., dimensions and domains) that could predict student engagement. Two conceptual frameworks were tested in structural equation modeling analysis to investigate the relationships among domains with student engagement. Results showed that while both frameworks could account for student engagement, good classroom organization is the prerequisite for realizing other domains. This study is significant in using different theoretical and statistical analyses to conduct a secondary analysis of a large dataset.

Authors

• Zhijun Chen, University of Bath
  Presenting Author

• James Ko, The Education University of Hong Kong
  Non-Presenting Author