Student and classroom factors associated with engagement and academic achievement in discrete mathematics

Abstract

Current research shows that the engagement towards the learning of Discrete Mathematics and its academic performance do not reach the desired levels. This work aims to identify the characteristics of students and classrooms that influence engagement (EMD) towards the learning of Discrete Mathematics and academic performance (RMD). The sample consists of 728 freshmen grouped in 40 classrooms at the University of Informatic Science (Cuba). In order to obtain students and classroom variables that are predictors of the dependent variables, a multilevel multivariate analysis was performed. Perceived self-efficacy, use of technologies and satisfaction with study materials are some of the students’ factors that explain EMD and RMD. At the classroom level, the type of activity, the degree of feedback achieved and the learning environment are significant factors.