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    Associations between the Classroom Learning Environment and Student Engagement in Learning 1: A Rasch Model Approach

    190481_75600_72720.pdf (3.279Mb)
    Access Status
    Open access
    Authors
    Cavanagh, Robert
    Date
    2012
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Cavanagh, Robert. 2012. Associations between the Classroom Learning Environment and Student Engagement in Learning 1: A Rasch Model Approach, in Knight, J. (ed), The Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA), Dec 2-6 2012. Sydney, Australia: Australian Association for Research in Education (AARE).
    Source Title
    AARE 2012 Conference Proceedings & Program
    Source Conference
    AARE-APERA 2012 The Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference
    Additional URLs
    http://www.aare.edu.au/data/publications/2012/Cavanagh12.pdf
    ISSN
    1324-9320
    URI
    http://hdl.handle.net/20.500.11937/5480
    Collection
    • Curtin Research Publications
    Abstract

    This report is about one of two phases in an investigation into associations between student engagement in classroom learning and the classroom learning environment. Both phases applied the same instrumentation to the same sample. The difference between the phases was in the measurement approach applied. This report is about application of the Rasch model to analyse the data; the second report (Associations between the Classroom Learning Environment and Student Engagement in Learning 2: A Structural Equation Modeling Approach), is about Structural Equation Modeling application. Student engagement in learning has become an important consideration in research into learning environments and the design of instruction. This study applied a novel model of engagement in classroom learning based on flow theory and bio-ecological frameworks. The objectives were to construct a composite measure of student engagement in classroom learning and the classroom learning environment. Then, to compare student scores for variables and groups of students (e.g. boys and girls). An 85-item scale was created and data from administering the scale to 1760 secondary school students were tested for fit to the Rasch rating scale measurement model. Data on engagement in classroom learning and the classroom learning environment were able to be plotted on one interval scale suggesting an underlying common construct. Also, there were statistically significant differences in overall student scores between country and city students, boys and girls, year cohorts, curriculum areas, and favourite and non-favourite subjects.

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