DOI : 10.22804/kjep.2024.21.2.006

Abstract

Empirical evidence on learning engagement factors influencing student outcomes in elementary and secondary online classes has been mixed and limited. Particularly, data on students with health impairments such as cancer and rare diseases are scarce. This study utilizes a nationwide dataset of 807 students with health impairments to identify key learning engagement factors affecting student outcomes and to construct a statistical model predicting these outcomes. The findings reveal that female students in lower elementary grades achieve better outcomes especially when compared with male high school students. Learning strategies, including reflection, reviewing, and scaffolding, significantly enhance learning outcomes. Among interaction variables, participation in virtual classes is crucial, while online chats with instructors and classboard posts have a weaker impact. Multiple linear regression indicates that engaging in multiple subjects and employing effective learning strategies substantially improves student outcomes.