Ninth-Grade Student Engagement in Teacher-Centered and Student-Centered Technology-Enhanced Learning Environments
نویسندگان
چکیده
Engagement has been viewed as an important construct to understand students’ learning performances in classroom settings. Taking an interactive perspective, the study investigates ninth graders’ cognitive, emotional, and behavioral engagement in teacher-centered (TC) and student-centered (SC) technology-enhanced classrooms. 54 students from two science classes in Taiwan participated in this study. Multiple sources of data were collected during a 3-week instructional unit. The statistical results showed that although students in the SC class reported having significantly higher emotional engagement, the emotional engagement level had no impact on students’ learning achievement. Analyses of qualitative data showed that students in both classes spent a majority of class time on cognitive involvement in learning activities, but there were qualitative differences Correspondence to: Hsin-Kai Wu; e-mail: [email protected] Contract grant sponsor: National Science Council of Taiwan. Contract grant number: NSC 93-2251-S-003–028. C © 2007 Wiley Periodicals, Inc.
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