Exploring student engagement, classroom environment, and critical thinking in secondary classrooms in an Asia-Pacific context

May Hung May CHENG; Dongyu Dora LI

Exploring student engagement, classroom environment, and critical thinking in secondary classrooms in an Asia-Pacific context

May Hung May CHENG
, Dongyu Dora LI

Department of Curriculum and Instruction (C&I)

Research output: Contribution to conference › Poster

Abstract

This study aimed to explore the impact of classroom interventions on students’ critical thinking. The study, adopting a mixed method design, was conducted in senior secondary Liberal Studies (LS) lessons in Hong Kong. Participants included six LS teachers and 127 students. Statistical data analysis (correlation coefficient, paired samples t tests) together with qualitative analysis on teacher interviews were conducted. Significant improvement was found in student lesson engagement, classroom environment, and students’ critical thinking development. Meanwhile, it was found that classroom environment and lesson engagement are considered highly related to critical thinking disposition. Implications of the study point to the need to design different types of classroom interventions to match the needs of students of diverse achievement levels. Copyright © 2018 AERA.

Original language	English
Publication status	Published - Apr 2018
Event	2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education" - New York, United States Duration: 13 Apr 2018 → 17 Apr 2018 https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2018-Annual-Meeting

Conference

Conference	2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education"
Abbreviated title	AERA 2018
Country/Territory	United States
City	New York
Period	13/04/18 → 17/04/18
Internet address	https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2018-Annual-Meeting

Exploring student engagement, classroom environment, and critical thinking in secondary classrooms in an Asia-Pacific context. / CHENG, May Hung May; LI, Dongyu Dora.
2018. Poster session presented at 2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education"
, New York, United States.

Research output: Contribution to conference › Poster

@conference{2ee14d484bf3435ba8663987dc6d18b2,

title = "Exploring student engagement, classroom environment, and critical thinking in secondary classrooms in an Asia-Pacific context",

abstract = "This study aimed to explore the impact of classroom interventions on students{\textquoteright} critical thinking. The study, adopting a mixed method design, was conducted in senior secondary Liberal Studies (LS) lessons in Hong Kong. Participants included six LS teachers and 127 students. Statistical data analysis (correlation coefficient, paired samples t tests) together with qualitative analysis on teacher interviews were conducted. Significant improvement was found in student lesson engagement, classroom environment, and students{\textquoteright} critical thinking development. Meanwhile, it was found that classroom environment and lesson engagement are considered highly related to critical thinking disposition. Implications of the study point to the need to design different types of classroom interventions to match the needs of students of diverse achievement levels. Copyright {\textcopyright} 2018 AERA.",

author = "CHENG, \{May Hung May\} and LI, \{Dongyu Dora\}",

year = "2018",

month = apr,

language = "English",

note = "2018 Annual Meeting of American Educational Research Association: {"}The Dreams, Possibilities, and Necessity of Public Education{"}<br/>, AERA 2018 ; Conference date: 13-04-2018 Through 17-04-2018",

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TY - CONF

T1 - Exploring student engagement, classroom environment, and critical thinking in secondary classrooms in an Asia-Pacific context

AU - CHENG, May Hung May

AU - LI, Dongyu Dora

PY - 2018/4

Y1 - 2018/4

N2 - This study aimed to explore the impact of classroom interventions on students’ critical thinking. The study, adopting a mixed method design, was conducted in senior secondary Liberal Studies (LS) lessons in Hong Kong. Participants included six LS teachers and 127 students. Statistical data analysis (correlation coefficient, paired samples t tests) together with qualitative analysis on teacher interviews were conducted. Significant improvement was found in student lesson engagement, classroom environment, and students’ critical thinking development. Meanwhile, it was found that classroom environment and lesson engagement are considered highly related to critical thinking disposition. Implications of the study point to the need to design different types of classroom interventions to match the needs of students of diverse achievement levels. Copyright © 2018 AERA.

AB - This study aimed to explore the impact of classroom interventions on students’ critical thinking. The study, adopting a mixed method design, was conducted in senior secondary Liberal Studies (LS) lessons in Hong Kong. Participants included six LS teachers and 127 students. Statistical data analysis (correlation coefficient, paired samples t tests) together with qualitative analysis on teacher interviews were conducted. Significant improvement was found in student lesson engagement, classroom environment, and students’ critical thinking development. Meanwhile, it was found that classroom environment and lesson engagement are considered highly related to critical thinking disposition. Implications of the study point to the need to design different types of classroom interventions to match the needs of students of diverse achievement levels. Copyright © 2018 AERA.

M3 - Poster

T2 - 2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education"<br/>

Y2 - 13 April 2018 through 17 April 2018

ER -

Exploring student engagement, classroom environment, and critical thinking in secondary classrooms in an Asia-Pacific context

Abstract

Conference

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