A causal model of learning achievement of upper primary students with learning engagement as a mediator variable

Abstract

The research aimed to: (1) study the Learning Engagement level of upper primary students; and (2) develop and examine the causal model of Learning Achievement of 692 upper primary students with Learning Engagement as a mediator variable. The multi-stage random sampling was used to select the samples. The data collection involved questionnaires and tests. The content validity based on the IOC Index points were .80–1.00, and for the reliability, the Cronbach’s alpha coefficient was .501–.898, which is in an acceptable range. The level of difficulty and discrimination power was in acceptable range (p = .223–.795 and r = .125–.617). The data were analyzed using basic statistics and Structural Equation Model (SEM) operated with LISREL8.80 program. It was found that (1) upper primary students’ level of Learning Engagement was at medium to high (M = 3.656, SD = 0.190). (2) The causal model of Learning Achievement of upper primary students with Learning Engagement as a mediator variable was consistent with empirical data considered based on the Chi-square test values (χ2 = 20.582, df = 15, p = .151, GFI = .994, AGFI = .978, RMR = .014, RMSEA = .023).