Linking Engagement and Performance: The Social Network Analysis Perspective

Autor/inn/en	Williams, Eric A.; Zwolak, Justyna P.; Dou, Remy; Brewe, Eric
Titel	Linking Engagement and Performance: The Social Network Analysis Perspective
Quelle	In: Physical Review Physics Education Research, 15 (2019) 2, Artikel 020150 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zwolak, Justyna P.) ORCID (Dou, Remy) ORCID (Brewe, Eric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Social Networks; Network Analysis; Cooperative Learning; Learner Engagement; Physics; Introductory Courses; College Science; Science Instruction; College Freshmen; Academic Achievement; Interpersonal Relationship; Florida (Miami) + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Netzplantechnik; Kooperatives Lernen; Physik; Einführungskurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studienanfänger; Schulleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
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. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01