Using canonical correlation analysis to examine student engagement and learning

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dc.contributor.authorZilvinskis, J.
dc.contributor.authorMasseria, A.
dc.contributor.authorPike, G. R.
dc.date.accessioned2019-09-18T20:23:31Z
dc.date.available2019-09-18T20:23:31Z
dc.date.issued2015-05-27
dc.descriptionPresented at the 2015 Association for Institutional Research Annual Forum in Denver, CO.
dc.description.abstractUsing canonical correlation analysis, this study examines the relationships between measures of student engagement from NSSE and perceived gains in learning. The study draws on institution-level data from NSSE participants in 2011 and 2013. Several significant relationships were found between engagement and learning. For example, learning outcomes associated with application, like acquiring job-related skills, were positively associated with the engagement indicators of quantitative reasoning and collaborative learning. This presentation also provides attendees with an introduction to the logic and methods underlying canonical correlation analysis.
dc.identifier.urihttps://hdl.handle.net/2022/24333
dc.publisherAssociation for Institutional Research Annual Forum
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.titleUsing canonical correlation analysis to examine student engagement and learning
dc.typePresentation

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