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ERIC Number: ED573063
Record Type: Non-Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
Assessing the Relation between Seventh-Grade Students' Engagement and Proportional Problem Solving Performance
Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, John R.
Grantee Submission, Preventing School Failure v60 n2 p117-123 2016
In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger intervention study assessing improvement in middle school students' proportional reasoning was assessed on initial mathematics achievement, on-task behavior, and mathematics problem-solving performance. Results suggested that engagement uniquely predicted mathematics problem- solving performance after controlling for prior mathematics achievement. Furthermore, the authors found differential rates of engagement for the three achievement groups. Based on an analysis of engagement by instructional lesson, the authors offer suggestions for addressing engagement when designing instruction. [This article was published in "Preventing School Failure" (EJ1090266).]
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Achievement Tests; Trends in International Mathematics and Science Study
IES Funded: Yes
Grant or Contract Numbers: R305K060002