Deborah A. RomineEDOL 647Dr. Lori Hollen

A SECOND LOOK AT SECONDARY

ENGAGEMENT IN THE CLASSROOM

PLCIdea for extension studyPD comparing data

INTRODUCTION

Initial Study

Action-research study investigated student engagement in the secondary classroom.

Dual enrollment pre-ap chemistry WKU

9th and 10th grade WEHSTraditional six period day

schedule

Extension Study

• Action – research study

• Investigated student engagement in secondary classroom

• Dual enrollment pre –ap chemistry WKU

• 11th grade BCHS

• 4 x 4 Block schedule

INTRODUCTION

• Student engagement in secondary classroom

–Waning

–Transition point prior to high school

–Priorities change

–Why?

• What motivates them?

–What can be done to help students become more effective in the classroom?

–How can educators become more responsive to their students in order to increase student success?

PROBLEM

Initial study

• What effective student engagement looks like in a secondary classroom.

• How do we motivate students?• Significant impact• Hands off by students• Get by approach• Educator’s responsibility to

reach student• Develop life long habits

Extension study

Do students enrolled in block schedules perform better than students enrolled in year long, traditional six period day schedules.

Significant impactWhich are better prepared

academically for post secondary education

PURPOSE

Freshman v. Sophomore Grades 2011-2013

Grades in percentage out of 100

76

78

80

82

84

86

88

90

1 2 3 4 56

Perc

ent o

ut o

f One

Hun

dred

Grades on Block Schedule: Red lab Green Class Average Grade

Junior Grades on Block Schedule 2012-2014

Initial studySuccessful engagement in the

classroom Interaction Exploration Technology Authentic assessment

Students have needs Intrinsic factors Variety / challenging Student voice

What affects engagement?Attachment to

ParentsPeersTeachers

LITERARY REVIEW

Extension StudyInconsistent data with class

time EOC vs. Standardized testing More research needed

Problems with traditional schedule Overwhelming

Block Less stress with block Less discipline Attendance improves GPA improves

Failures decrease students earn more credits

Traditional schedule is archaic

Block will decrease prep time decrease number of students

seen increase cooperative learning

time

PROBLEM STATEMENT

Initial questions was why?Polling classes Sophomores not as diligent as freshmenJuniors not as diligent as freshmen

RESEARCH CONCERNS

Initial studyWhat are the reasons for students

not studying outside of class? In what way(s) are the factors

listed in question one preventing students from becoming engaged in class?

What are the general concerns with the format of the class, and what affect are they having on students?

Extension studyWhat are the reasons for

students not studying outside of class?

In what way(s) are the factors listed in question one preventing students from becoming engaged in class?

Do students on block schedule perform better than students on traditional six -period a day schedule?

RESEARCH QUESTIONS

Initial study Are secondary students effectively

motivated to remain engaged in the classroom?

Preliminary data indicated a decrease in student motivation in their tenth grade year.

In 2012, of the nearly 500,000 students polled in 37 states, Gallup found student engagement in the elementary schools at about 75%, while their secondary counterparts were engaged at less than 45% (Busteed, 2013).

Extension study Gullat (2006) found that student

achievement is higher within a block schedule than within a traditional schedule.

  Gullatt (2006) said that students in a traditional schedule are “passive learners” because direct instruction is the best teaching method to use within the short time frame.

The extension research study will quantitatively analyze student assessment scores in the Pre AP, dual enrollment WKU chemistry class on block schedule.

PROBLEM STATEMENT

Action Research StudyBoth the initial and extension studyDisciplined processChange in current processMethodical process

Develop and action plan Reflection Iteration Critical thinking Emancipation Collaboration

RESEARCH DESIGN

Action PlanEducational PolicesOngoing reconnaissanceCyclic in natureFlexibleCollaborative

RESEARCH DESIGN

Research Question Research TechniqueData Collection Sources and Techniques

Data Analysis Techniques

What are the reasons for the students not studying outside of class?

Unstructured open-ended / closed ended questionnaire   

Exit slips / field notes   

 

Bar graph to represent data analysis of student responses Tabulated response frequency with data graph Iteration Disassembling and reassembling responses   Look for theme

In what way are the reasons listed above preventing students from becoming engaged?

Participatory Observation Exit Slips 

Bar graphsLook for theme in data

 

What are the general concerns with the format of the class and what affect are they having on students?

Observation 

QuestionnaireExit Slips

 

Theme in data

METHODOLOGY TABLE

Implementation of Action Research for purpose of improving classroom practice

Close - ended / open - ended questionnairesParticipatory observationsLab and course grades analyzed accordingly

RESEARCH TECHNIQUES

Pre AP Chemistry / Dual enrolled WKU studentsWEHS / BCHS9th , 10th and 11th grade studentsQualitative data collection

QuestionnairesQuantitative data collection

Course grades

DATA COLLECTION SOURCES AND TECHNIQUES