For disengaged starters, starting low and failing to improve engagement was consequential, associated with a high probability of early drop-out, though about half improved¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the Disengaged starters cluster (n = 35, 33.02%), decreasing or non-improving engagement was associated with a high probability of early drop-out, but around half of these students shifted to higher engagement and finished at relatively higher achievement. → Mohammed Saqr 2023

Evidence¶

Mohammed Saqr 2023¶

Mohammed Saqr, Sonsoles López-Pernas, Satu Helske, Stefan Hrastinski. (2023). The longitudinal association between engagement and achievement varies by time, students' profiles, and achievement state: A full program study. Computers & Education. https://doi.org/10.1016/j.compedu.2023.104787

q2 · i? · associational · r1

MHMM analysis of the Disengaged starters cluster (n = 35, 33.02%), whose State 1 emitted Disengaged (54.3%) or Average (45.7%) engagement and was mostly Low achievers (93.1%). Students were unlikely to shift between states (State 1 to State 2 transition probability = 12%), yet around half (18) shifted to a higher engagement level as the program advanced.

"Therefore, starting with low engagement is rather consequential, decreasing, or non-improving engagement is associated with a high probability of early drop-out."

Discussion¶

Related Claims¶

• For average starters, high or improving engagement was reflected in comparable achievement, while low or non-improving engagement was associated with low achievement and occasional drop-out — related
• Engaged high-achieving starters maintained high achievement despite occasional moderate decreases in engagement — related
• Exploratory heat maps reveal three student groups, including disengaged-but-successful students more prevalent in the Python courses, showing low content completion can link to both positive and negative outcomes — related
• Students show signs of dropout risk early in high school, and schools that reach out in the ninth-grade year can keep them on track to graduate — related
• Disengagement was consistently and significantly associated with low achievement in all courses of the program — related