More Than Numbers: The Relationship Between Belonging and Engagement in an Introductory Statistics Course

This semester-long mixed-methods study examined the effect of three dimensions of student-perceived belonging (peer, faculty, and classroom) on three dimensions of student engagement (absorption, dedication, and vigor) in a music-themed introductory statistics course. Multi-level modeling (student at level 2) identified significant models for each dimension of engagement: absorption (Conditional R2 = .76, Marginal R2 = .26), dedication (Conditional R2 = .81, Marginal R2 = .28), and vigor (Conditional R2 = .79, Marginal R2 = .25), with significant associations between (a) classroom belonging and dedication, vigor, and absorption, and (b) faculty belonging and absorption. The absorption model demonstrated a significant interaction, with students’ sense of faculty belonging declining over time. Accordingly, engagement dropped over the course of the semester for each dimension. Qualitatively, students perceived the course theme, instructors, and collaboration as supportive. Implications focus on the design of the course and how the design can help students become more autonomous throughout the semester as they engage in the course.