Written by Marcy Austin
Adult Education Instructor/ Technology Director
Student Engagement and Student Achievement: Research Based Examination on Influences
The necessity of student engagement in the classroom stands as an important issue in the school. Many studies have viewed the topic of student engagement as a single entity in terms of how to increase engagement in students. Despite what we know in terms of effective techniques that increase student engagement, the question remains as to why student engagement stands as an important factor and how it influences student achievement. According to research, student engagement directly effects student achievement. Important factors that affect student engagement and student achievement include classroom structure and content, student motivation, independent monitoring, preference and choice making, and adult and educator influences.
The Influence of Classroom Structure on Student Engagement and Student Achievement
In an empirical research study performed by Barbara Greene (2004), the effect of student opinion and preference on classroom structure stood as the central focus of the study in terms of finding a correlation between student engagement and student achievement. Students were surveyed using a model that included predicted viewpoints, created by the researchers, of classroom structures (p 463). The purpose of this type of surveying relates to Greene’s hypothesis that the way the student views the setup and structure of the classroom and how well this setup works for him or her will affect the engagement and achievement of the students either in a positive or negative way depending on the responses to the survey. This hypothesis proved correct. According to Greene (2004), “Data strongly supported the model demonstrating that student perceptions of classroom structures are important for their engagement. Also was the importance of perceiving the current class work as being instrumental for future success” (p 475). Based on the model provided in the survey, the correlation between the ways a student views the structure and content of the class influences their level of engagement and motivation. One flaw in this study included the small number of samples available. The idea of a student’s success correlating with the way the student feels about the content relates to the professional opinion of R.M. Ryan and E.L. Desi. Both Ryan and Desi believe that the reason why students lack motivation and success in the classroom relates back to the value that the student places on the work and tasks that happen in the classroom (1999, 2000).
The Motivational Impact on Student Engagement and Student Achievement
Experimental research performed by Suhyun and Jingyo Suh observed the effects of student engagement and achievement in relation to student motivation and the student‘s choice to drop out or stay in school. The study involved researching longitudinal data and surveying students who were in school and those who dropped out of school. The survey asked about the individual as a scholar, a son or daughter, and their role as a motivated individual in the community and family spectrum. According to Suhyun and Jingyo (2004), “The total sample was composed of 678 males and 752 females” (p.15). The samples of students were of several ethnic origins. The results showed that students with positive characteristics in the aforementioned categories and/ or those students who possessed a strong internal control locus and sound motivation were more likely to have increased engagement and achievement in school, also meaning that the students successfully completed school, thus reinforcing the direct correlation between student engagement and student achievement. According to professional opinion by John Marshall Reeve, “Students possess a repertoire of inner motivational resources that are fully capable of energizing and sustaining their classroom engagement– with or without the support of extrinsic rewards” (p 78). This supports the research presented by Suhyun and Jingo relating to student’s internal motivation and achievement, as it is the internal motivation of the students that increase their engagement and achievement. According to the professional opinion of S. Pearson-Battin originating from Bandura, if a student believes that he or she is capable of doing a task in school and places value and meaning on that task, then the student will possess a stronger sense of motivation, engagement and attain higher achievement than those who have acquired low self-efficacy and motivation. (2000). Empirical research by Elizabeth Linnebrink and Paul Pintrich explore this issue further. Research performed by Elizabeth Linenbrink and Paul Pinrich (2003) provided observations on teachers and students in terms of the effects of student motivation in relationship with student engagement and student achievement. The fault in this study includes a lack of information about the backgrounds of the students and the factors that can alter the outcome of the research. Despite this flaw, research indicates that the main concern for teachers remains with the task of getting students motivated and engaged in the material. Additionally, students who believe they can do their work are usually more motivated students and thus, these students are more engaged in school and in turn, have higher achievement (p 125). Therefore, student motivation and the strength of the student’s motivation directly relates to student engagement and student achievement.
Independent Monitoring, Preference and Choice Making and The Effects On Student Engagement and Student Achievement
While internal motivation stands as an important factor in student engagement and student achievement, the ability of the student to have the opportunity to monitor their own behavior and make choices also effects student engagement and student achievement. In an empirical research study performed by Marcia L. Rock, students who were disengaged during class time were involved in the study. The purpose of the study focused on the idea that if students knew how to practice independent monitoring techniques, their engagement in tasks in the classroom and their achievement rates would increase. Researchers positioned students in a special classroom that included a master teacher and an assistant. The participants were also given the necessary materials and guided instruction needed to assist with the implementation of independent monitoring. The results, according to Rock indicated that “ . . . the rate of the three students’ disengaged behaviors decreased to low and steady rates” (p. 9). The fault in this study lies in the fact that students had free choice to change the activity instead of using different teaching techniques to make the material more appealing and focused. In addition to improving student engagement, independent monitoring also increased student achievement according to the classroom teachers of the study participants.
An empirical research study performed by Paul L. Morgan (2006) viewed the effects of preference and choice making on student engagement and student achievement. The study involved observations of school children involved in various academic activities. Implementation of the preference and choice making variable involved allowing the students to choose what they wanted to access academically, providing an intellectually stimulating environment for the child. Not only did preference and choice making improve student engagement and productivity but also, according to Morgan “Each student’s problem behaviors decreased following the introduction of preferred academic tasks. Desirable behaviors increased for two of the three students” (p. 178). While one of the weaker points of this study was the fact that it only involved three participants, the research clearly shows that independent monitoring and preference and choice making effects student engagement and student achievement.
Adult and Educator Impact on Student Engagement and Student Achievement
The impact of adults and educators plays an important role in student engagement and student achievement. Based on the professional opinion of Green-Demers, the ability of the student to feel as though they have the capacity to do their schoolwork and the opportunity to create positive, supportive relationships with adults plays a crucial and cumulative role in student engagement and achievement (2006). In an empirical study performed by Michael E. Wooley (2004), students were surveyed about their engagement in academics and their relationships with adults and educators. The purpose of this study focused on the idea that if students have positive relationships with adults, then their academic engagement and achievement would be better than those who have poor relationships with adults. The survey included the parents, adult community members, teachers, and other adults in the school. The results of the study showed that students who possessed positive, caring, and supportive relationships with adults showed higher achievement and engagement in school (p. 94). Although race and ethnicity as well as environmental factors were taken into consideration during the survey, these variables proved to be insignificant in terms of relating these factors directly to the outcome of the study. One of the weak points of the study relates to this stated insignificance of race and environmental factors as no evidence for such conclusions were present in the study.
Additionally, an empirical research study performed by Adena M. Klen and James P. Connell viewed the impact of teacher relationships and their effect on student engagement and achievement. The study used “’The Reduced Self-System Process Model’ adapted by Connell” (p. 263). This model uses variables that affect student achievement. Using this model, Klen and Connel collected longitudinal data using a survey that asked questions about their engagement, achievement and relationships and perspectives on their teachers. According to Klen and Connel, the results showed that “ . . . students whose teachers were perceived as unsupportive were
35% more likely to appear disengaged in class according to teacher reports . . . These students were 32% less likely to have teachers describe them as highly engaged in class . . . “ (p. 269). Although this research did not explain the teaching methods or explain the classroom environment, this research shows that teacher support effects student engagement and consequently, student achievement.
The Takeaway
According to research, there is a direct correlation between student engagement and student achievement. Factors that influence student engagement and student achievement include classroom structure and content, motivational impact, independent monitoring, preference and choice making, and adult and educator impact. In general, the research shows that if a student views the classroom structure as positive, the student will have an increased engagement and achievement in the classroom. Additionally, if a student has positive and strong motivation and possesses the ability to make choices and monitor his or her behavior, the effect on their engagement and achievement tends toward a positive trend. Adults and educators also influence student engagement and achievement in that, if positive, supportive relationships are formed, the tendency for the student to acquire higher engagement and achievement levels in school increases. Despite the aforementioned flaws of the studies, the relationship between student engagement and achievement as well as the variables that effect engagement and achievement are clearly illustrated in the studies.
References
- Battin-Pearson, S., Abbot, R.D., Hill, K.G. Catalano, R.F., Hawkins, J.D., &Newcomb, M.D. (2000). Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology, 92,568-5 82.
- Greene, Barbara A. (2004). Predicting High School Students’ Cognitive Engagement and Achievement: Contributions of Classroom Perceptions and Motivation. contemporary Educational Psychology. 29,462-482.
- Green-Demers, I. (2006). The snowball effect of support: Cumulative influences on teachers, parents, and friends on academic motivation, Journal of Educational Psychology 98, 567-582.
- Klem, Adena M. & Connell, James P. (2004). Relationships Matter: Linking Teacher Support to Student Engagement and Achievement. Journal of School Health, 74 262-273.
- Linnenbrink, Elizabeth A. & Pintrich, Paul R. (2003). The Role of Self-Efficacy Beliefs in Student Engagement and Learning In The Classroom. Reading and Writing Quarterly, 19, 119-137.
- Morgan, Paul L. (2006) Increasing Task Engagement Using Preference or Choice Making. Remedial and Special Education, 27, 176-1 87.
- Reeve, Johnmarshall (2006) Handbook of Classroom Management: Research, practice, and contemporary issues. (Evertson, Carol M., Ed.). Mahwa, NJ, Lawrence Erlbaum Associates.
- Rock, Marcia L. (2005). Use of Strategic Self-Monitoring to Enhance Academic Engagement, Productivity, and Accuracy of Students With and Without Exceptionalities. Journal of Positive Behavior Interventions. 7(1), 3-17.
- Ryan, R.M. & Deci, E.L. (1999). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 25,54-67.
- Ryan, R.M. & Deci, E.L. (2000). Self-Determination theory and the facilitation of intrinsic motivation, social development, and well being. American Psychologist, 55,68-78.
- Suh, Suhyun & Jingyo. (2003). Educational Engagement and Degree Attainment Among High School Dropouts. Educational Research Quarterly, 29(3), 1 1-20.
- Wooley, Michael E. & Bowen, Gary L. (2007). In the Context of Risk: Supportive Adults and the School Engagement of Middle School Students. Family Relations, 56,92-104.
