Classroom Engagement and Mathematics Achievement of Senior and Junior High School Students

DOI

10.2991/ictte-17.2017.26How to use a DOI?

Keywords

Mathematics achievement; classroom engagement; high school students

Abstract

The purpose of present study was intended to clarify the prediction of classroom engagement on mathematics achievement of senior and junior high school students. A correlational study design was applied with involving a total sample of 368 students (134 junior high school students and 234 senior high school students). Data were collected from Classroom Engagement Inventory and document of students' mathematics achievement and analyzed using moderator analysis technique. The results indicated that only disengagement negatively predicted mathematics achievement, whereas affective engagement, behavior engagement, and cognitive engagement did not significantly predict mathematics achievement. Furthermore, senior high school with lowest level of disengagement have the best opportunity to attain highest mathematics achievement. Discussion of these findings were intended to clarify strengthen and weakness of grading practices in high school.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Mr Sunawan
AU  - Halen Dwistia
AU  - Kusnarto Kurniawan
AU  - Sri Hartati
AU  - Afriyadi Sofyan
PY  - 2017/10
DA  - 2017/10
TI  - Classroom Engagement and Mathematics Achievement of Senior and Junior High School Students
BT  - Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)
PB  - Atlantis Press
SP  - 232
EP  - 238
SN  - 2352-5398
UR  - https://doi.org/10.2991/ictte-17.2017.26
DO  - 10.2991/ictte-17.2017.26
ID  - Sunawan2017/10
ER  -