Making the Case: Compelling Data
This growing library features data points describing the impacts and outcomes of student-centered and competency-based teaching and learning. The data are sourced from research studies, evaluation reports and journal articles, as well as evidence collected directly by classroom, school, district and state leaders.
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Role of Motivation in Student Engagement Is Not Understood
In a recent survey, 1/2 of teachers and 1/3 leaders cited low motivation as the primary challenge to student engagement. However, only 16% of students agreed it was the most important factor. 86% of students reported personal satisfaction was highly motivating and 82% said they deeply love learning, indicating high intrinsic motivation.
Teachers Report Little Demonstration of Student Engagement Despite Agreement on Importance
Nine out of 10 teachers and leaders surveyed about engagement agreed it was "a critical metric to understanding overall achievement." However, only 1 out of 3 of teachers reported that students often asked reflective questions which they ranked as the highest indicator of engagement.
More Ways to Measure Subtle Indicators of Engagement Are Needed
In a survey, teachers ranked asking meaningful questions and contributing to discussions as the most important indicators of student engagement. Less visible indicators such as persisting through challenges, reflecting silently or exploring ideas independently were ranked low, showing a need for more ways to measure these types of engagement.
Feelings of Relevance Increase Engagement
All stakeholders in a recent survey agreed that students put in strong effort when lessons feel meaningful and relevant. Of the students, 97% agreed with this statement. Educators (superintendents-95%, principals-90%, teachers-86%) and parents (94%) also agreed.
Mastery-based Learning Creates More Student Ownership in WA
Surveys of the 47 Washington schools in the Mastery-Based Learning Collaborative showed a third of educators and half of leaders felt students are more engaged and take greater ownership of their learning. Examples included willingness to share opinions, connect with peers, use rubrics to understand expectations and stay engaged.
Review of Studies Shows Self-Efficacy Influences Engagement and Motivation
A synthesis of 32 studies that look at self-efficacy in relation to student motivation found the higher a student’s sense of self-efficacy, competence and expectations, the higher their motivation, engagement and persistence.
Review of Studies Shows Internalized Identity Can Counteract Negative Bias
A synthesis of 25 studies on student motivation and identity beliefs found that having a more internalized sense of identity (relying less on others’ perceptions) has beneficial effects for Black and Latinx students. Benefits included counteracting the negative impact of stereotypes and biases from peers and other harmful school environments.
Real-world Projects Boost Engagement
Phone surveys administered throughout the day at IowaBIG, a community- and project-based program, showed students were more engaged at the program or with community partners than at their traditional schools. They were significantly more likely to report feeling engaged, active, capable, happy, in control and like they were putting in high effort.
Student-centered Instruction Builds Feelings of College Readiness
Students at three student-centered, career-focused schools reported development of personal and social skills needed for career and college-readiness. Of 17 students interviewed, 15 (88%) noted instructional practices like advisory, autobiography writing and presentations fostered the self-awareness, confidence and communication needed for college.
Internships Boost Students’ Confidence in Interpersonal Skills
In interviews at three student-centered schools, 14 of 17 students reported growth in interpersonal skills like communication and social networking, needed for college and career-readiness.
Self-efficacy Impacts Performance
In a study of 400 German high school students, learners’ expectations of self-efficacy (belief in their ability to succeed), positively predicted their drawing quality and performance in solving real-world geometry problems.
Learning-by-Teaching Improves Learning Across Content Areas
A meta-analysis of learning-by-teaching, a student-centered strategy for learning content, found the creation of materials to teach peers improved learning outcomes. The positive effect of 0.17 was statistically significant and held across different educational levels and content areas.