Browsing by Subject "Student engagement"

Now showing 1 - 6 of 6
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    A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type
    (2013-08) Phillips, Gareth Carlington
    The study examined international students' engagement and success using NSSE 2007 data. The sample consisted of 1996 first years and 2158 seniors. These students were compared by race/ethnicity, gender, and institutional type. The study found that students' engagement differed by race/ethnicity as well as type of institution. The null hypotheses were rejected at p < .001. Blacks and Hispanics, more so than other racial/ethnic groups, exhibited different levels of success especially when using engagement and satisfaction as predictors. Males, more than females, were engaged in enriching educational experiences. Overall, institutions that are serious about improving international student success are encouraged to engage these students in meaningful on campus activities and cater to them as separate groups rather than a homogenous group.
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    The Correlation between College Student Engagement and 1st to 2nd Year Retention
    (2016-05) Zobel, Emily J
    This study sought to contribute additional research to the field of education that directly connects student engagement with student outcomes, as the literature calls for further validation in this area of postsecondary educational research. The study utilized National Survey of Student Engagement (NSSE) results from first-year college students at a mid-sized, public university in the Midwest. Quantitative analysis was used to explore the relationship between student engagement and student outcomes, specifically first to second year freshman retention and cumulative grade point average (GPA). Logistic regression revealed an association between NSSE student engagement indicators, gender, and freshman retention. Hierarchical multiple regression showed little predictive power for cumulative GPA using NSSE student engagement indicators.
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    Extracurricular Involvement and Its Effect on Student Success and Student Satisfaction
    (2014) Schatschneider, Danielle; Brice, Lynn; Christopher W. Johnson.
    For many years, academic professionals have studied the effect of student engagement on the student experience. Multiple studies have provided evidence that students who are more heavily engaged tend to see better academic outcomes such as higher GPAs and higher retention rates. These studies, however, tend to look at engagement as a whole and/or center on academic engagement, and not on extracurricular engagement. In this paper, I examine the relationship between student engagement and student success, particularly in regards to engagement in extracurricular activities. First, I examined the breadth and depth of student involvement and the correlation to student outcomes such as GPA, job placement and satisfaction ratings. Next, by classifying activities in to 1 of 11 classification types, I was able to examine the correlation between certain types of activities and the outcomes listed above. I found that certain types of activities tended to correlate more strongly with certain outcomes, where other types of involvement do not tend to correspond with strong outcomes in any success measure.
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    The relationship between student engagement and standardized test scores of middle school students: does student engagement increase academic achievement?
    (2012-09) Scheidler, Matthew James
    The public education system in the United States is under increasing pressure to provide an equitable, effective, and relevant education for all students. In the United States, nearly one of every three students who begin high school does not graduate from high school, resulting in an earning gap of approximately $10,000 annually between students who graduate from high school and those who drop out of high school (Alliance for Excellent Education, 2009). The potential of millions of students, as well as society at large, is threatened by the fact that more than 50% of minority students drop out of high school before they graduate, limiting their access to opportunity for the rest of their lives (Orfield, 2009). The purpose of this study is to examine the relationship between student engagement (behavioral, cognitive, and emotional) and the standardized test scores of eighth grade students in three Wakta middle schools. A quantitative survey was used to access 8th graders` perception of their behavioral, cognitive, and emotional engagement. The engagement data was correlated to standardized test scores and demographic data for each student. Further analysis revealed increased engagement has a direct correlation to increased academic achievement. An academic achievement gap between minority students and white students exists in nearly every school district in the United States, and the Wakta school district is not immune to this educational and social reality. If our citizenry does not have the critical thinking, problem solving, or communication skills to compete in the globalized economy, jobs that would have been available to Americans will be outsourced to people who do have the requisite skills (Wagner, 2008).
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    Sustaining an Evidence-Based Student Engagement Intervention: The Case of Check & Connect
    (2024) Mavis, Ann
    Sustaining an Evidence-Based Student Engagement Intervention: The Case of Check & Connect Educators across the U.S. struggle to provide an equitable education to their diverse students. Since the 2020 COVID pandemic and the national call to end racism after George Floyd’s murder in Minneapolis, chronic absenteeism and students’ substantial mental health challenges have disrupted their efforts. Schools have struggled more than ever to simply educate their students, much less utilize evidence-based interventions to ensure that students graduate from high school prepared for success in postsecondary education and adult life. Evidence-based programs, which have been shown to support educational goals, cannot produce outcomes if they are not sustained, which, unfortunately, is frequently the case. Check & Connect (C&C), an evidence-based student engagement/dropout prevention intervention, was piloted in Minneapolis Public Schools (MPS) in 1990 and has been implemented ever since. Although there have been multiple internal and external evaluations of it, none have looked at what factors contribute to its unique continued implementation in the district. This dissertation describes the factors leading to the sustainability of implementation of C&C in this large midwestern, urban school district. There is relatively little literature on what conditions are necessary to sustain a program, in part because most program evaluations typically cover two-five years, and programs are often ended before they can produce results. Understanding what contributes to the sustainability of programs as they are implemented over time can lead to improved outcomes. Several studies have found practices that lead to sustainability, including internal and external champions, staff involvement, relationships with the community, and adaptability. Given the current impetus to using evidence-based interventions, understanding what leads to sustainability is a critical issue for education. This study identified four factors that explain the longevity of C&C in MPS: C&C supported evolving district strategies and priorities; C&C responded to changing circumstances; C&C staff were adaptable to changing contexts; and C&C and school staff were relatively stable. These align with the factors identified in the sustainability research as integral to success and have potential to produce improved outcomes for students as evidence-based programs are sustained for longer than the usual two-three years common in educational settings.
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    Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes
    (2014-05) Berman-Young, Sarah B.
    The purpose of this study was to determine the relationship between urban middle school students' perceptions of the support provided by their teachers, and student engagement, behavior, and academic success. A student self-report instrument that focused on the alterable aspects of the relationship between teachers and their adolescent students was administered to 102 middle school students and 15 teachers at an urban charter school in a large Midwestern city. The survey measured student perceptions of teacher support for competence, autonomy, and relatedness; teacher mastery goal orientation; teacher academic press; and self-reported engagement. Teacher-reported student engagement was also measured. Student outcome measures in the areas of academics and behavior were measured at the end of the school year, and student demographic variables were collected. Factor analysis revealed that two factors, Teacher Caring and Support and Teacher Press for Academic Thought were found to be the best fit for the student survey data. Both of these factors were significantly correlated with student- and teacher-ratings of student engagement. Teacher Press for Academic Thought was found to be a significant predictor of students' assignment to enrichment detention as well as students' reading test scores. Teacher-Rated Engagement was found to mediate the effect of Teacher Caring and Support on Enrichment Detention, the effect of Teacher Press for Academic Thought on Enrichment Detention, and the effect of Teacher Press for Academic Thought on reading test scores. Student-rated engagement was not found to mediate the effect of the independent variables on any of the student outcome variables. Limitations and implications for research and practice are discussed.