An Investigation of Relationships Between Higher Order Thinking Skills, Student Engagement, Peer Interaction, and Quality of Teaching: A Multilevel Approach

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Contemporary Discussions in Learning Environments Research 1 (Table 3)

Abstract

This study used hierarchical linear modeling (HLM) approach to investigate relationships between emphasis on higher order thinking skills, student motivation and involvement, teacher student relations, quality of teaching and learning, student satisfaction with course contributions to their learning, active learning strategies, goal clarity, persistence, personal involvement of student, and personal and applied knowledge with a sample of 2190 undergraduate students. The HLM results indicate significant differences among departments in student motivation (χ2 (31) = 260.90, p<0.001). This variation among university departments suggests that the department-level variables might have accounted for the differences in motivation scores. An Intra-class correlation for this sample is 0.169, indicating that 16.9% of variance in motivation was among departments.

Authors

• John K. Rugutt, Illinois State University

• Caroline C. Chemosit, Lincoln College

• Mouna Bounouader, Illinois State University

• Philip K Kaloki, Tarrant County College