Abstract
Many foreign elementary schools or universities apply the mixed-grade class model while having a lecture, which means students from different grades are taught in one section. This teaching model is rare in China but common at Wenzhou-Kean University. Learning motivation and class engagement are two significant factors that influence students’ academic performance. This study aims to investigate the correlation between learning motivation, class engagement, and students' academic performance in mixed-grade classes and determine whether students’ high learning motivation and class engagement could predict good academic performance. This quantitative study collected 169 students’ responses from Wenzhou-Kean University, using a validated questionnaire to evaluate students’ learning motivation, class engagement, and academic performance. This study uses convenience sampling to collect data and analyze it by SPSS. Pearson correlation reveals that learning motivation and class engagement positively correlate with students’ academic performance in general and among students of different grades. The Linear regression found that learning motivation and class engagement could predict academic performance of different ages. One-way ANOVA finds no significant differences among different year grades regarding the three main variables, but this hypothesis should be retained due to the limitation of lack of sample. With these results, students can have a clearer insight and a comprehensive understanding of improving their academic performance in a mixed-grade class. This study also has significance for educators in China, as it can provide some practical teaching concerns and try different educational models while teaching mixed- grade classes.
Author Information
Rosalie Palaroan, Wenzhou Kean University, China
Du Yirui, Wenzhou Kean University, China
Chen Zifan, Wenzhou Kean University, China
Lu Jia, Wenzhou Kean University, China
Paper Information
Conference: ECAH2024
Stream: Teaching and Learning
This paper is part of the ECAH2024 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Palaroan R., Yirui D., Zifan C., & Jia L. (2024) Learning Motivation, Class Engagement, and Academic Performance in Mixed-Grade Classes at Wenzhou-Kean University ISSN: 2188-1111 – The European Conference on Arts & Humanities 2024: Official Conference Proceedings (pp. 185-203) https://doi.org/10.22492/issn.2188-1111.2024.16
To link to this article: https://doi.org/10.22492/issn.2188-1111.2024.16
Comments
Powered by WP LinkPress