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Student engagement in mathematics: Development of instrument and validation of construct

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Abstract

Universal education has aggravated the problems of students’ disengagement in learning, highlighting in particular, a greater range of motivations to learn and wider diversification in students’ interests. Students’ engagement with curriculum has become a crucial element in classroom learning. How we cultivate their involvement in the curriculum may be seen as being far more important than the epistemological consideration in the design of the school curriculum. Though aspects of behavioural, affective and cognitive engagements have been revealed in literature, we are still in need of a validated instrument that measures student engagement for further research. In the present study, an instrument of student engagement in the subject area of mathematics was developed through grounded research. Its validity was established by statistical methods

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Authors and Affiliations

  1. East China Normal University, China

    Qi-Ping Kong

  2. Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong

    Ngai-Ying Wong

  3. The Chinese University of Hong Kong, China

    Chi-Chung Lam

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  1. Qi-Ping Kong
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  2. Ngai-Ying Wong
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  3. Chi-Chung Lam
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Additional information

The paper reports part of the result of the first author’s Ph.D. study at The Chinese University of Hong Kong under the supervision of the second and third authors.

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Kong, QP., Wong, NY. & Lam, CC. Student engagement in mathematics: Development of instrument and validation of construct. Math Ed Res J 15, 4–21 (2003). https://doi.org/10.1007/BF03217366

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