Student and Classroom Variables Improving Student Engagement in Mathematics

Abstract

The study explored what student and classroom

variables affected student engagement in mathematics.

Since students were nested within a classroom,

hierarchical linear modeling (HLM) was employed Jor the

analysis. The results represented that students' gender,

SES, and prior achievement made differences in student

engagement. Teachers' years oj experience, certification,

and degree had direct and indirect effects on student

engagement level. Small size class had positive effects on

student engagement, and content coverage also increased

student engagement. Authentic instruction reduced the

gender gap oj student engagement.