Engagement in Chemistry Classroom of High School Students and Its Influencing Factors Under the Mode of “Learning First and Teaching Later”
LIU Xin-Yue1, ZENG Tao2,3, LIU Yu-Rong1, SONG Guo-Ji2**
1. College of Chemistry and Chemical Engineering,Henan Normal University,Xinxiang 453007,China; 2. Hebei Normal University for Nationalities,Chengde 067000,China; 3. Hebei Petroleum Technical University,Chengde 067000,China
Abstract Student engagement is an important indicator of teaching and learning quality, and “learning first and teaching later” is an important starting point for transforming teaching methods. This paper investigated the engagement of chemistry study and its influencing factors of the ninth grade students under the teaching mode of “learning first and teaching later”. The results showed that the students in the chemistry classroom had a higher level of student engagement under the “learning first and then teaching” teaching mode, among which the emotional engagement level was the highest, the behavioral engagement was the second, and the cognitive engagement was the lowest. Emotional engagement showed significant differences in gender variables, with girls having significantly higher than boys. There was a generally low-correlated between student engagement and academic performance, specifically, they were not correlated with the academic performance of upper- and middle-stream students, and significantly correlated with the academic performance of downstream students. Learning environment, teacher teaching, and self-efficacy factors all had significant positive effects on student engagement. The research results provided empirical support for understanding the student engagement of chemistry classroom in the mode of “learning first and teaching later” and improving the effectiveness of classroom teaching.
LIU Xin-Yue, ZENG Tao, LIU Yu-Rong, SONG Guo-Ji. Engagement in Chemistry Classroom of High School Students and Its Influencing Factors Under the Mode of “Learning First and Teaching Later”[J]. Chinese Journal of Chemical Education, 2024, 45(5): 109-117.
