26 April 2017
A Centre for Research on Learning and Innovation seminar.
The research in this presentation reports on real-time longitudinal intra-individual data collected in mathematics and English lessons, every school day, across four school weeks. A total of 113 boys and girls in Year 7 from two Australian schools participated. Using mobile technology (including smart phones, laptops, tablets) to capture intra-individual real-time data, a four-level model was explored, consisting of:
Multilevel modeling showed substantial between-lesson (within-day) variability in motivation and engagement (M = 34 per cent) and substantial between-student variability (M = 62 per cent). There was not so much variability between days (M = 2 per cent) or between weeks (M = 2 per cent).
Presenter, Professor Andrew Martin and his co-researchers believe the study offers insights for motivation and engagement theorising (particularly around stability and developmental issues) and technological and logistic guidance for collecting real-time data. Furthermore, these findings derived from boys and girls in two schools replicate those from a previous study – also discussed in this presentation – conducted among a small sample of boys. The findings again show that every minute of every day for every student matters. To the extent that this is the case, there are policy implications for daily school timetabling; teacher training to better support motivation and engagement through the school day; and the use of mobile technology to monitor students and enable responsive pedagogy and intervention in real-time.
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