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Does student-centered instruction engage students differently? The moderation effect of student ethnicity

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  • Eli Talbert
  • Tara Hofkens
  • Ming-Te Wang

Abstract

Student-centered instruction is featured in reforms that aim to improve excellence and equity in mathematics education. Although research on stereotype threat suggests that student-centered instruction may have differential effects on racial minority students, the relationship between student-centered mathematics instruction and student engagement remains understudied. This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity. The authors used a multilevel path analysis with data from 3,883 sixth- to 12th-grade students (52.1% girls, 38.2% eligible for free/reduced lunch, 66.1% Caucasian, 23.8% African American, 7.2% multiracial, and 2.9% Asian American). The results showed that student-centered instruction was positively related to all dimensions of mathematics engagement. However, the positive association between student-centered mathematics instruction and student engagement was weaker for African American students. This study provides empirical evidence for the benefits of student-centered instruction while suggesting differential effects based on students’ ethnicity.

Suggested Citation

  • Eli Talbert & Tara Hofkens & Ming-Te Wang, 2019. "Does student-centered instruction engage students differently? The moderation effect of student ethnicity," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(3), pages 327-341, May.
    • Handle: RePEc:taf:vjerxx:v:112:y:2019:i:3:p:327-341
    DOI: 10.1080/00220671.2018.1519690
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    Cited by:

    1. Atef Mohammad Abuhmaid, 2020. "The Efficiency of Online Learning Environment for Implementing Project-Based Learning: Students' Perceptions," International Journal of Higher Education, Sciedu Press, vol. 9(5), pages 1-76, October.
    2. María Soledad Ramírez-Montoya & Lucy Andrade-Vargas & Diana Rivera-Rogel & May Portuguez-Castro, 2021. "Trends for the Future of Education Programs for Professional Development," Sustainability, MDPI, vol. 13(13), pages 1-17, June.
    3. Tania Joviani Gunawan & Jiaming Wang & Pin-Chao Liao, 2022. "Factors of Project-Based Teaching That Enhance Learning Interest: Evidence from Construction Contract Management Course," Sustainability, MDPI, vol. 14(22), pages 1-18, November.

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