The Impact of Student Belonging in an Introductory Statistics Course: A Longitudinal Study (Poster 7)

• In Event: Intersections Across STEM Learning Environments

Abstract

This semester-long mixed-methods study examined the effect of three dimensions of student-perceived belonging (peer, faculty, and classroom) on three dimensions of student engagement (absorption, dedication, and vigor) in an introductory statistics course. Multi-level modeling (student at level 2) identified significant models for each dimension of engagement: absorption (Conditional R2 = .76, Marginal R2 = .26), dedication (Conditional R2 = .81, Marginal R2 = .28), and vigor (Conditional R2 = .79, Marginal R2 = .25), with significant associations between classroom belonging and dedication and vigor and faculty belonging and absorption. The absorption model demonstrated a significant interaction, with students’ sense of faculty belonging declining over time. Qualitatively, students perceived the course theme, instructors, and collaboration as supportive. Implications are discussed.

Authors

• Benjamin M. Torsney, Temple University

• Catherine Pressimone Beckowski, Gwynedd Mercy University