CLASSROOM ENVIRONMENT ON STUDENTS' SCIENCE ENGAGEMENT IN PRIVATE SCHOOLS (original) (raw)
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SCIENCE ENGAGEMENT, INTEREST AND PERFORMANCE OF GRADE 9 STUDENTS
IOER International Multidisciplinary Research Journal, 2022
This surveycorrelational study determined the level of engagement and interest in relation to Science performance of Grade 9 regular students of Capiz National High School for the School Year 2017-2018. This involved 285 students from 988 total populations selected through stratified random sampling by lottery method. The researcher-made questionnaires were used to determine students' Science engagement and interest, while students' grade in the third quarter was used to measure Science performance. Frequency count, percentage, mean, and standard deviation as descriptive statistical tools were utilized for data analyses. Moreover, t-test, Analysis of Variance (ANOVA), and Pearson r were used for inferential data analysis. A two-tailed test was used at 5% level of significance for all inferential analysis. The study revealed that level of Science engagement of Grade 9 regular students is highly engaged, their interest is highly interested and performance is very satisfactory. No significant difference is found in the level of engagement of the Grade 9 regular students when classified as to sex, monthly family income and parents' education and no significant difference is found in the level of interest of the Grade 9 regular students when classified as to sex, monthly family income and parents' education. Also, no significant difference was assessed in the level of Science performance of Grade 9 regular students in terms of sex and no significant difference when classified as to monthly family income and parents' education. However, the significant relationship is found between Science engagement and performance. Similar result conformed between science interest and performance.
Relationship between Learning Environment Characteristics and Academic Engagement
Psychological Reports, 2011
The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as pro...
RELATIONSHIP BETWEEN LEARNING ENVIRONMENT CHARACTERISTICS AND ACADEMIC ENGAGEMENT 1
Psychological Reports, 2011
The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.
PERCEIVED TEACHER SUPPORT, STUDENT MOTIVATION, AND ENGAGEMENT IN SCIENCE CLASS: A PATH ANALYSIS
This study had two main purposes: (1) to investigate to what extent students perceive their science teacher as supportive and determine the level of students’ motivation toward and engagement in science and (2) to examine the relationship among teacher support, students’ motivation, and student engagement in science. Student motivation was considered as task-value and academic self-concept while student engagement included aspects of agentic, behavioral, emotional, and cognitive engagement. In the study, survey method was used and the data were collected though previously validated self-report questionnaires. Valid data were obtained from 1006 students from grade 6 (35%), 7 (34%), and 8 (%31), who enrolled in one of 9 public middle schools located in Erzurum. 48% of the participants were girls and 52% were boy. The average age of the students was 12.75 (SD= 1.01). With the purpose of examining the levels of teacher support, student motivation, and student engagement, descriptive statistics were conducted. Participants reported high levels of science teacher support (M= 4.69 over 6, SD= 1.25). Moreover, students reported high levels of motivation (mean for self-concept was 4.17 over 5 and mean for task-value was 5.89 over 7) and engagement (means for sub-scales ranged from 2.89 to 3.41 over 4). In order to examine the relationships among aforementioned variables, a path analysis using LISREL 8.80 programme was conducted. Analysis results showed that teacher support statistically significantly and positively predicted task-value and academic self-concept. Furthermore, students’ who reported high levels of task-value and academic self-concept showed higher levels in all engagement aspects (i.e., agentic, behavioral, emotional, and cognitive). Accordingly, it is important for science teachers to listen students, behave fairly, and help student to solve their problems in order to motivate their students’ science learning and increase their engagement in science class.
2016
OF DISSERTATION ASPECTS OF SCIENCE ENGAGEMENT, STUDENT BACKGROUND, AND SCHOOL CHARACTERISTICS: IMPACTS ON SCIENCE ACHIEVEMENT OF U.S. STUDENTS Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities. I used multilevel modeling techniques to address both aspects of science engagement and science achievement as outcome variables in the context of student background and school characteristics. Treating aspects of science engagement as outcome variables p...
Science Teaching and Learning Activities and Students' Engagement in Science
International Journal of Science Education, 2011
The purpose of this analysis is to describe the variation in students' reports of engagement in science across science teaching and learning activities. In addition, this study examines student and school characteristics that may be associated with students' levels of engagement in science. Data are drawn from the Programme for International Student Assessment 2006 study. The analysis employs a quantitative approach that includes descriptive and inferential statistics to examine three measures of student engagement for a nationally representative sample of approximately 12,000 15-year-old students in the UK. The main results indicate that there is an association between students' motivation towards science, enjoyment of science and future orientation towards science, and the frequency in which various teaching and learning activities take place in the classroom. Understanding student engagement in science and the factors that influence it is essential in addressing the issue of uptake of science after compulsory schooling.
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IJARW, 2024
This research explores how different learning preferences affect secondary high school students' engagement in science classes. Learning preferences refer to the ways students like to receive and process information, such as visual (seeing), auditory (listening), and kinesthetic (doing). The study aims to understand how these preferences influence students' interest, participation, and academic performance in science. Using surveys with high school students, the results show that students generally have a high preference for learning in various ways. However, the connection between specific learning styles and student engagement in science is not very strong. The findings suggest that while learning preferences are important, other factors like motivation and interest in science play a crucial role in engagement. To improve student engagement, the study recommends that teachers use a variety of teaching methods that cater to different learning styles. This includes using visual aids, discussions, and hands-on activities. The research highlights the need for further studies to explore other factors that affect student engagement in science.
Primary School Teacher Strategy To Promote Student Engagement In Science Lessons
Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018), 2019
It is believed that student engagement is significantly associated with student interest and academic performance. This study reports the primary school teacher strategy to promote student engagement in science lessons to enhance student academic performance. There were 24 students in the fifth grade, one classroom teacher, and two teacher trainers involved in the collaborative action research. The intervention was implemented in two cycles comprising; idea, planning, implementing, evaluating, amend planning, and implementing. The data collection instruments are paper and pencil test, classroom observation checklists, and teacher reflective journals. An action plan was designed for 70 minutes a day on 2 days a week for a period two weeks. In the intervention process, the classroom teacher implemented the action plan using learning cycle 3E model combined with KWL techniques to promote student engagement. Following evaluating, the teacher implemented the amended plan employing learning cycle 3E model combined with POE techniques. The findings showed that in term of behavioral and cognitive engagement learning cycle 3E model blended with POE technique was more effective than learning cycle 3E model belended KWL technique.
Finnish Students’ Engagement in Science Lessons
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The decreasing number of students who are engaged in science learning has been recognised as a problem. The pre-conditions of engagement and actual engagement were examined using a novel research method to obtain detailed information on Finnish students’ engagement in different situations and to gain a better understanding of this phenomenon. The study’s participants consisted of 68 students (31 girls, 37 boys) from 9th grade and 67 students (46 girls, 21 boys) from 1st grade in upper secondary school. The research aimed to answer the following question: How does Finnish students’ engagement occur in exact and life science lessons? Participants received smartphones equipped with a smartphone application that included an experience sampling method questionnaire. The smartphones were programmed to emit a signal during every science lesson and otherwise randomly during the day (from 8 am to 8 pm). The results reveal that situation and grade had significant effects on students’ pre-cond...