Study On The Student Engagement In High School Information Technology Course With Project-Based Learning

With the rapid update and development of information technology in modern society,higher requirements for people's information literacy has been put forward.“The Curriculum Standard of General Senior High School Information Technology(2017 Edition)” adapted to the demand of education in new age,updated teaching concept of the curriculum,and advocates the teaching mode of Project-Based Learning(PBL).Under the trend of people-oriented thinking,student engagement in the field of education has attracted extensive attention nowadays.The purpose of this paper is to comparatively study the difference of student engagement between PBL teaching mode and traditional teaching mode in high school information technology course,meanwhile,explore the influencing factors of student engagement in PBL teaching mode.The domestic and overseas' theoretical basis of "PBL" and "student engagement" was summarized by literature research.A questionnaire of student engagement in high school information technology course was designed on the basis of the course characteristics and references.“The Processing and Expression of Multimedia Information” in the “information Technology Foundation(Guangdong Edition)” was used as main teaching content for the PBL teaching design.2 classes with same level were selected as the experimental class and control class in Chengdu S High School and received PBL or traditional teaching mode,respectively,using experimental research method of educational technology.Questionnaires were distributed and collected in the experimental class and control class,and the data was then statistically analyzed.Consequently,SPSS,SAS,etc.analysis softwares were used for data statistics.The differences of three dimensions of behavior,emotion and cognition as well as secondary dimensions of student engagement were compared between the PBL and traditional teaching mode.From the aspects of students' personal background,internal and external factors,this study also further analyzed the influencing factors of student engagement under PBL teaching mode,in order to provide research basis and practical experience for the application of PBL teaching mode in high school information technology course.The results are as follows.(1)In this study,a questionnaire for student engagement of high school information technology course was designed.After reliability and validity test of the questionnaire,the overall Cronbach ? coefficient was 0.967 > 0.8 and the overall KMO value was 0.754 > 0.7,indicating the questionnaire with good reliability and validity could be used for subsequent research analysis.(2)The overall score of student engagement in information technology course was3.92 in Chengdu S High School,and the score of emotional dimension was the highest among the three sub-dimensions of student engagement.(3)The teaching practice research of high school information technology course shown the comparison between PBL and traditional teaching model.The "participation","hard working","persisting" and "cooperation" dimensions in behavioral engagement,"interest" and "identification" dimensions in emotional engagement,"metacognitive strategy" and "cognitive strategy" dimensions in cognitive engagement were significantly improved in PBL teaching model.(4)Based on the research results of secondary dimensions of student engagement,students under PBL teaching model in high school information technology course had higher behavioral emotional and cognitive engagements,when compared with the traditional one.The students' self-evaluation of learning gain was better as well.(5)The Pearson coefficient was used for the analysis of correlation among influencing factors and behavioral,emotional and cognitive engagements in high school information technology course with PBL.The significantly positive correlated factors included: internal factors(students' energy and self-efficacy)and external factors(difficulty of course task,classroom atmosphere,teacher and parents' attitudes about the course,teachers' teaching methods,etc).In conclusion,on the basis of analysis of the questionnaire designed for student engagement in this study,the PBL teaching model can effectively improve student engagement from behavioral,emotional and cognitive dimensions in high school information technology course compared with the traditional one.The internal factors including student energy and self-efficacy,and external factors including the difficulty of project task,classroom atmosphere,the attitude of teachers and parents about the curriculum and teachers' teaching methods have a significant positive impact on the student engagement.