Purpose

The purpose of this study is to examine effects of classroom-level and student-level factors on student engagement in the context of a higher education system vertically differentiated into research, applied and comprehensive university types.

Design/methodology/approach

The study used a cross-sectional multilevel design to explain student engagement based on class and student variables. Specifically, the study collects data from 656 students and 61 randomly selected teachers at both levels and uses multilevel modeling to explain relationship patterns.

Findings

The results show that institutions vary significantly in student engagement scores. In addition, while a significant variation is found at the student and classroom level, the effects of academic achievement, instructional quality, teaching experience and teacher qualifications on student engagement vary across classrooms in institutions. However, the interaction effect of classroom and student-level variables on student engagement remains non-significant.

Originality/value

The main contribution of this lies in the explanation of student engagement using classroom and student level factors in a vertically differentiated higher education system using multilevel modeling. Student engagement varied in classrooms research universities applied and comprehensive universities.

中文翻译：

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埃塞俄比亚差异化高等教育体系中的学生参与度：多层次分析

目的

本研究的目的是探讨在垂直分化为研究型、应用型和综合性大学类型的高等教育系统背景下，课堂层面和学生层面的因素对学生参与度的影响。

设计/方法论/途径

该研究采用横断面多层次设计来解释基于班级和学生变量的学生参与度。具体来说，该研究收集了两个级别的 656 名学生和 61 名随机选择的教师的数据，并使用多层次模型来解释关系模式。

发现

结果显示，各院校的学生参与度分数差异很大。此外，虽然学生和课堂层面存在显着差异，但学术成就、教学质量、教学经验和教师资格对学生参与度的影响在机构中的不同课堂上有所不同。然而，课堂和学生水平变量对学生参与度的交互影响仍然不显着。

原创性/价值

其主要贡献在于使用多层次建模的垂直差异化高等教育系统中的课堂和学生水平因素来解释学生参与度。研究型大学、应用型大学和综合性大学的学生参与程度各不相同。