A Mixed Methods Study of Student Engagement, Attitude, and Achievement in Grade 10 Mathematics
Bibliographic record
Abstract
This paper explores the utility of employing a mixed methods methodology when investigating latent variables that cannot be measured directly. The larger study investigated the efficacy of a classroom intervention in modifying student affective dimensions and student achievement. The study involved 68 students in three classes of Grade 10 Mathematics at one secondary school in Ontario, Canada. Over a one month period, students experienced a classroom intervention that was active, hands-on, connected to real-world situations, made extensive use of student groups, allowed students choice, and utilized manipulatives and technology to enhance student engagement while positively influencing students’ attitudes. Statistically significant effect sizes were found for engagement and attitude, but not for achievement. Several notable results were found that would not have been revealed without both the quantitative and qualitative dimensions of mixed methods methodology. The study emphasized the utility of employing a mixed methods methodology, particularly with respect to student affective variables.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.032 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".