Exploring Student- and Teacher-Level Characteristics on Middle School Students' Engagement in Life Science Classes

• In Event: AERA Poster Session 4
  In Poster Session: Division C Section 1d: Science Poster Session 1 (San Diego)

Abstract

This study explored the variability in middle school students’ behavioral, emotional, cognitive, and social engagement before and after they were taught life science concepts in the context of integrated STEM. Data from 3,471 middle school students from the 6th, 7th, and 8th grades were analyzed. The nested structure of the dataset was analyzed through Hierarchical Linear Modelling in which student- (gender and ethnicity) and teacher-related (science teaching experience and qualification) factors were predictors and the difference between pre-and post-engagement scores represented each outcome variable in our models. Results showed that engagement change in all dimensions was significantly varied by teacher groups. Additionally, grade level statistically explained the variation in students’ emotional engagement, specifically for 7th-grade students.

Authors

• Zeynep Gonca Akdemir, Purdue University

• Muhsin Menekse, Purdue University

• Selcen Guzey, Purdue University