SHS Web of Conf.
Volume 174, 20232023 2nd International Conference on Science Education and Art Appreciation (SEAA 2023)
|Number of page(s)||7|
|Section||Digital Media Technology and Art Appreciation|
|Published online||11 August 2023|
Improving Learning Engagement Among Ethnic Minority High School Students in China Through School-Based Social Support: An Intervention Study
1 Steinhardt School of Culture, Education, and Human Development, New York University, New York, USA
2 Department of Educational Information Technology, East China Normal University, Shanghai, China
* Corresponding author: firstname.lastname@example.org
The study aimed to examine the effect of school-based social support, specifically the integrated peer and teacher support on the learning engagement of ethnic minority high school students in China. Researchers designed a customized reading program to incorporate peer and teacher support through collaborative learning and dual-teacher classroom mechanisms. The intervention groups involve 192 first year high school students in an underdeveloped area in Yunnan province. Learning engagement was measured using a self-report interview and observation field note during the intervention. Results showed that the school-based social support has effectively promoted the student’s self-confidence, learning motivation, self-identity, and develop a positive learning environment. These findings suggest that school-based social support can be a productive way to improve learning engagement among ethnic minority high school students in China. Implications for education practice and future research are discussed.
© The Authors, published by EDP Sciences, 2023
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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