Children's engagement and affect in collaborative learning and direct instruction

Sun, Jingjing

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https://hdl.handle.net/2142/88285 Copy

Description

Title

Children's engagement and affect in collaborative learning and direct instruction

Author(s)

Sun, Jingjing

Issue Date

2015-07-16

Director of Research (if dissertation) or Advisor (if thesis)

Anderson, Richard C.

Doctoral Committee Chair(s)

Anderson, Richard C.

Committee Member(s)

• Perry, Michelle
• Cromley, Jennifer
• Berry, Daniel
• Mercier, Emma

Department of Study

Educational Psychology

Discipline

Educational Psychology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• engagement
• affect
• instructional approach
• participation type

Abstract

This mixed method study investigates the contextual and personal factors that contribute to momentary fluctuation and long term change in children’s behavioral engagement and affect during a six-week intervention, between classrooms employing either Direct Instruction or Collaborative Group work. A total of 96 four-minute video clips from 24 fifth-grade classrooms were coded, and student behavioral engagement, affect, and lesson participation type were examined from the thirty-two 30-second intervals for each of 150 children. Applying both quantitative and qualitative methods, results showed that classroom instructional approach moderated the impact of children’s participation type on their behavioral engagement; children from Collaborative Group Work classrooms were most likely to be engaged in lessons through peer interaction, while children from Direct Instruction classrooms were most likely to be engaged when interacting with the teacher. Children’s affect was also influenced by the instructional approach they had experienced. Compared to children from Direct Instruction classrooms, those from Collaborative Group Work classrooms were significantly more likely to display positive affect during the intervention. Among various social and cognitive characteristics, nominations children received for talkativeness and having good ideas were the most salient predictors of their behavioral engagement and affect. Children’s engagement and positive affect aggregated over the period of the intervention significantly predicted knowledge acquired during the intervention, and partially explained some aspects of school attitude, including willingness to talk and share ideas, as well as attitudes toward reading and writing.

Graduation Semester

2015-8

Type of Resource

text

Permalink

http://hdl.handle.net/2142/88285

Copyright and License Information

Copyright 2015 Jingjing Sun

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