The Status Quo And Influencing Factors Of Math Class Engagement Of High School Students

Constructivism argues that individuals gain knowledge and meanings from initiative construction, rather than passive acquisition. During the process of teaching, students need to iteratively understand knowledge by independent thinking, listening carefully, hands-on practice, speaking enthusiastically and other initiative behaviors. In the process of classroom teaching, lack of student participation will inevitably impact teaching quality. To find reasons and solutions for phenomenons like stude nts not like to engage, students who can get high scores don’t have much practical ability and students get low scores, this study investigated the status quo and influencing factors of math class engagement of high school students.This paper contains seven chapters. Chapter I describes the reason for the issues raised and the purpose and significance of the study. Chapter II defines the related concepts in this study, and combining with global research data reviews the current study progress of student class engagement. C hapter III describes the basic strategies, methods and processes used in this study. C hapter IV analyses the status quo of behavioral involvement, emotional involvement and cognitive involvement, and compares the student perspectives with teacher perspectives for the features of behavioral involvement, emotional involvement and cognitive involvement. C hapter V analyzes the correlation between students’ attributes and class engagement and discusses the main factors of students participating or not in classroom activities. Conclusions and recommendations presented in Chapter VI. Chapter VII describes the study limitations and prospects.Conclusions: I. C lass engagements of high school students in mathematics classroom in descending order of pa rticipation rate are: behavioral involvement, emotional involvement and cognitive involvement. II. In behavioral involvement, the highest participation rate is attending class, while the lowest is asking questions; In emotional involvement, the highest is accomplishment(a positive feeling), while the lowest is tension(a negative feeling); In cognitive involvement, the highest is emotion regulation, while the lowest are reflections and conclusions. III. The participation rate for all of behavioral involvement, emotional involvement and cognitive involvement varies on student gender, whether living on campus, class roles, leadership, school quality. IV. Participation rate in math class is significantly negative correlated to whether students live on campus and is significantly positive correlated to whether math teacher is the head teacher. V. Influencing factors of math class engagement of hight school students in the descending order of importance are: desire for knowledge, achievement motivation, interests, sense of duty, confidence, communication motivation. VI. Influencing factors of hight school students not participating in math class in the descending order of importance are: not understanding the content, lack of preparation before class, tensions, fearing criticism by the teacher, worrying about poor performance in front of peers, fearing of being evaluated as not smart, not interested in learning math, fearing of being questioned by peers, poor teacher-student relationship, sense of responsibility, fearing of embarrassment caused by different views.