# Linking engagement and performance: The social network analysis perspective

## TL;DR

This study uses social network analysis to show that student engagement, measured by centrality in classroom interactions, predicts academic performance beyond prior GPA, highlighting the importance of classroom community development.

## Contribution

It demonstrates that social network centrality measures can predict student performance and shows the temporal development of classroom engagement.

## Key findings

- Centrality predicts future academic performance beyond GPA.
- Closeness centrality explains 28% more variance than GPA.
- Student engagement develops over the semester, influencing performance.

## Abstract

Theories developed by Tinto and Nora identify academic performance, learning gains, and involvement in learning communities as significant facets of student engagement that, in turn, support student persistence. Collaborative learning environments, such as those employed in the Modeling Instruction introductory physics course, provide structure for student engagement by encouraging peer-to-peer interactions. Because of the inherently social nature of collaborative learning, we examine student interactions in the classroom using network analysis. We use centrality---a family of measures that quantify how connected or "central" a particular student is within the classroom network---to study student engagement longitudinally. Bootstrapped linear regression modeling shows that students' centrality predicts future academic performance over and above prior GPA for three out of four centrality measures tested. In particular, we find that closeness centrality explains 28 % more of the variance than prior GPA alone. These results confirm that student engagement in the classroom is critical to supporting academic performance. Furthermore, we find that this relationship for social interactions does not emerge until the second half of the semester, suggesting that classroom community develops over time in a meaningful way.