Engagement in Kumar's (1991) meta-analysis was defined as the effective time within allocated science class that a student actively participated in learning—such as experimenting, attending, participating in discussion, questioning, answering, and taking notes. The overall effects were very high indeed (d = 1.09). Similarly, there were high relations between engagement and degree of concentration on tasks (Datta & Narayanan, 1989). Feltz and Landers (1983) showed that one way of enhancing concentration is to mentally visualize the processes and strategies involved in a task: students who
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Poster for Richards's sciemce class
