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Journal article
Linking engagement and performance: The social network analysis perspective
Physical review. Physics education research, v 15(2), p020150
12 Dec 2019
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Theories developed by Tinto and Nora identify academic performance, learning gains, and involvement in learning communities as significant facets of student engagement that, in turn, support student persistence. Collaborative learning environments, such as those employed in the Modeling Instruction introductory physics course, provide structure for student engagement by encouraging peer-to-peer interactions. Because of the inherently social nature of collaborative learning, we examine student interactions in the classroom using network analysis. We use centrality-a family of measures that quantify how connected or "central" a particular student is within the classroom network-to study student engagement longitudinally. Bootstrapped linear regression modeling shows that students' centrality predicts future academic performance over and above prior GPA for three out of four centrality measures tested. In particular, we find that closeness centrality explains 28 % more of the variance than prior GPA alone. These results confirm that student engagement in the classroom is critical to supporting academic performance. Furthermore, we find that this relationship for social interactions does not emerge until the second half of the semester, suggesting that classroom community develops over time in a meaningful way.
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Details
- Title
- Linking engagement and performance: The social network analysis perspective
- Creators
- Eric A. Williams - Florida International UniversityJustyna P. Zwolak - Florida International UniversityRemy Dou - University of Maryland, College ParkEric Brewe - Drexel University
- Publication Details
- Physical review. Physics education research, v 15(2), p020150
- Publisher
- Amer Physical Soc
- Number of pages
- 15
- Grant note
- PHY 1344247 / NSF; National Science Foundation (NSF)
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Physics
- Web of Science ID
- WOS:000502272900001
- Scopus ID
- 2-s2.0-85078594459
- Other Identifier
- 991019168987104721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research
- Education, Scientific Disciplines