[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592097-105":59,"doc-detail-592097-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","student-engagement-and-classroom-variables-in-improving-mathematics-achievement","Student Engagement and Classroom Variables in Improving Mathematics Achievement","","Study examining how student engagement and classroom-level variables predict mathematics achievement growth. Because students were nested within classrooms, hierarchical linear modeling (HLM) was used to assess both student and classroom effects. Student engagement showed positive relationships with monthly academic growth after controlling for gender, SES, race, and related interactions, with consistency across minority and gender. Classroom variables including teacher degree, experience, certification, authentic instruction, content coverage, and class size did not significantly predict growth. Findings support prioritizing engagement in school and education policy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-engagement-and-classroom-variables-in-improving-mathematics-achievement/592097/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-engagement-and-classroom-variables-in-improving-mathematics-achievement/592097.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study regarding mathematics performance?","Question",{"text":112,"@type":113},"The study investigates how student engagement and classroom variables predict improvements in mathematics achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the study use hierarchical linear modeling (HLM)?",{"text":117,"@type":113},"Students were nested within classrooms, so HLM was applied to model student and classroom effects appropriately.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors significantly predicted students’ math achievement growth?",{"text":121,"@type":113},"Student engagement showed positive effects on monthly academic growth, while the classroom-level variables tested were not significant predictors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592097,1792165495,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asia Pacific Education Review Copyright 2005 by Education Research Institute  \n2005, Vol. 6, No. 1, 87-97.  \nStudent Engagement and Classroom Variables in Improving Mathematics Achievement  \nSo-Young Park  \nKorean Educational Development Institute  \nKorea  \nThe study explored how much student engagement and classroom variables predicted student achievement in mathematics. Since students were nested within a classroom, hierarchical linear modeling (HLM) was employed for the analysis. The results indicated that student engagement had positive effects on student academic growth per month in math after taking into account student variables such as gender, SES, race, and interaction effects. The effects of student engagement are consistent regardless of minority and gender. Among classroom level variables such as teachers’degree, experience, certification, authentic instruction, content coverage, and class size, there is no significant predictor of student math achievement growth. The findings suggest that student engagement should be emphasized in a school and educational policy for students’ success in a school.  \nKey Words: Student engagement, Student achievement, Hierarchical linear modeling  \nSince Coleman et al. (1966) began to explore school effects on student achievement in the United States, research on a relationship between education resources ([e.g. money](e.g. money), curricula, and facilities) and education outcomes (e.g. student achievement, cognitive development) has taken large part of educational research in the twentieth century ((Burstein, 1980; Bryk & Raudenbush, 1992; Sammons, 1999; Shavelson & Towne, 2002; Teddlie & Reynolds, 2000) . However, the early research design was too simple and did not consider process. Overcoming the critical notes, researchers began to establish links between resources, transformational educational processes, and student outcomes over time (Shavelson & Towne, 2002) . This study is also one of the efforts to overcome the limitations of the early research by taking student engagement as one of educational processes and exploring the linkage between educational processes and student outcomes.  \nStudent engagement is the most immediate and persisting  \nSo-Young Park, Associate Researcher, Korean Educational Development Institute.  \nCorrespondence concerning this article should be addressed to 213 Research Bldg., Korean Educational Development Institute, 92-2 Umyeon-Dong, Seocho-Gu, Seoul 137-791, Republic of Korea. Electronic mail may be sent to [syngprk@ kedi.re.kr](syngprk@ kedi.re.kr)  \nissue for improving student learning. Research indicates that the most obviously disengaged students disrupt classes, skip them, or fail to complete assignments. In contrast, engaged students make a psychological investment in learning and try hard to learn what a school offers. They take pride not simply in earning the formal indicators of success (grades), but in understanding the material and incorporating or internalizing it in their lives (Newmann, 1992) .  \nIn spite of the significant impact of engagement, research on teacher variables affecting engagement, is sparse. The lack of research is surprising when it is considered that teachers are the most significant people in schools for boosting student engagement and achievement (Brandt, 1998; Hill & Crevola, 1999; Newmann, 1992; Strong et al., 1995; Wasley, 1999; Wolfe, 1998) . To help address these shortcomings, this study includes classroom variables as well as student variables. Verifying teacher variables in a classroom helps policymakers and administrators to make a research-based decision for better teacher recruitment.  \nThe main research question addressed is this: How much math achievement can be predicted by student engagement and classroom variables? According to previous research (Finn, 1993; Marks, 2000), student engagement and academic achievement have a positive relationship. This research will  \nSo-Young Park  \nadd to this line o","cbCail9M67gUt836","https://ap.wps.com/l/cbCail9M67gUt836","pdf",207529,11,"English","# Study Overview\n## Research Question and Rationale\n# Student Engagement Theory\n# Teacher Quality Effects on Student Achievement","[{\"question\":\"What is the main focus of the study regarding mathematics performance?\",\"answer\":\"The study investigates how student engagement and classroom variables predict improvements in mathematics achievement.\"},{\"question\":\"Why does the study use hierarchical linear modeling (HLM)?\",\"answer\":\"Students were nested within classrooms, so HLM was applied to model student and classroom effects appropriately.\"},{\"question\":\"Which factors significantly predicted students’ math achievement growth?\",\"answer\":\"Student engagement showed positive effects on monthly academic growth, while the classroom-level variables tested were not significant predictors.\"}]","Student Engagement and Classroom Variables in Improving Mathematics Achievement | PDF",1792073853,28]