Evaluation Study of the Effect of
Promethean’s ActivClassroom on
Student Engagement
Prepared by
Anne Ricci
The Council of Directors of Education (C.O.D.E) Pilot Study Project took place in the fall of 2006
and included 15 schools ranging from Elementary, Middle and Secondary levels. Each quadrant
in the Toronto Public School District was represented, including one detention centre. All
students were identified with Special Education needs in one or more of the following areas:
DD, PD, LD, LD Gifted, Behavior and MID.
Participating instructional staff measured student learning by observing student performance
based on a variety of performance indicators. The control was obtained by measuring student
performance on each indicator in classrooms during the 2006 school year before the
Promethean technology was installed. The same group of students were then measured, using
the same indicators, during the 2007 school year after the Promethean ActivClassroom was
installed. The difference in each indicator between the 2006 data period and the 2007 data
period can be reasonable inferred as the effect of the Promethean ActivClassroom on student
learning performance.
The participating school’s instructional staff included classroom teachers, special education
teachers, support staff and consultants. Participants were required to participate in a three day
training and complete pre and post data collection, including, but not limited to: EQAO, DRA,
writing exemplars, in depth interview, questionnaires, Research Department surveys or other
educational assessments aligned to the Ontario Curriculum.
The results from pre and post teacher survey showed that the utilization of the Promethean
ActivClassroom had a significantly positive effect in each student learning indicators measured.
The findings also clearly illustrate a substantive decrease in the measured indicators of
behavioral issues that impede student learning. These indicators include: student engagement,
fine motor skill development, classroom participation, focused time on task, on time
assignment completion, student collaboration, behavior, and attendance.
Indicator 1: Student Engagement
The findings in Figure 1 indicate that the use of the Promethean ActivClassroom led to a
significant increase in student engagement as measured by teacher observation. The level of
student engagement was plotted on a 5 point scale with 5 denoting the highest level of
engagement. In the Level 5 category, student engagement increased 30.8 percent, while the
level of students highly disengaged – a Level 1 Category – decreased to 0%. Promethean
ActivClassroom provides auditory, visual and kinesthetic stimulation to students. This allows
students to interact with and process new knowledge and information in a multisensory
fashion, thereby increasing their multisensory engagement in the learning process. Student
engagement is a strong indicator for increases in other learning and skill development areas
such as academic achievement, class participation, time on task, attendance, improved
behavior and work completion (Marzano, 2009).
(Figure 1)
Indicator 2: Contribution to Discussions
Figure 2 illustrates that the percentage of students who never or seldom contributed to
class discussions decreased, while the number of students contributing usually and always
increased significantly. A logical inference can be made that actively engaged students are
more focused on the learning and therefore are better able to contribute to class
discussions. Students who actively contribute to class discussion integrate better in the least
restrictive environment with their same age, nondisabled peers. Actively contributing
students are also more likely to communicate effectively and transfer skills to other settings
and are also more likely to have strong self advocacy skills.
(Figure 2)
Indicator 3: Working With Peers
Figure 3 indicates that after the Promethean technology was installed, the percentage of students
who were never observed working with peers decreased significantly, while the percentage of
students who were observed to work with their peers most or all of the time increased significantly.
Working with peers helps students with special needs learn new communication and problem
solving skills. Students who effectively work with peers in the least restrictive environment are also
more likely to have success when they transition to other settings.
(Figure 3)
Indicator 4: Finishing Activities on Time
The data in Figure 4 illustrates how the percentage of students who never completed assignments
on time decreased by 22 percent, while the percentage of students who always completed their
activities on time increased by 10.2 percent. Additionally, the percentage of students who seldom
finished their activities on time decreased, and the percentage of students who usually completed
their work on time increased by 15 %. When students have information presented in a multisensory
format they are more likely to be engaged and complete their learning tasks within the time
allotted.
(Figure 4)
Indicator 5: Regular Participation
As Figure 5 illustrates, the amount of regular student participation increased in an ActivClassroom
environment. The percentage of students that never and seldom participate decreased, while the
percentage of students that usually and always contribute increased. Multisensory environments
provide students opportunities to actively engage with new learning in collaboration with their peers.
This leads to the development of improved communication skills within a meaningful context.
(Figure 5)
Indicator 6: Level of Function
Figure 6 indicates that the level of student function increased in an ActivClassroom environment. The
percentage of students with poor and fair motor skills decreased, while the percentage of students with
good motor skills increased by 22.2 percent. The use of the stylus on the board makes it easy to identify
students with motor development issues. The use of the stylus on the board also supports the
development of fine motor skills
(Figure 6)
Indicator 7: Time on Task
Figure 7 depicts that in an ActivClassroom environment, the percentage of students that never focused
for the appropriate time on task was dramatically reduced to 0%. Every student was able to focus on the
multisensory stimulation. The percentage of Students that seldom were “on task” decreased by over 40
percent, while the percentage of students categorized as “usually” or “always” focused increasing by 30
percent and 20% respectively. The multisensory stimulation provided by the ActivClassroom was more
engaging for students as measured by the dramatic increase of students on task.
(Figure 7)
Indicator 8: Reading Ability Meets Grade Expectations
The percentage of students more than 2 years below grade level decreased by over 15%, while the
percentage or students reading at grade level increased by over 13%.
(Figure 8)
Indicator 9: Self Motivation
Figure 9 shows that the percentage of student who were categorized as never displaying self motivation
decreased by 26%. The percentage of students usually or always engaged increased by more than 10%.
This is particularly meaningful for students with disabilities who generally experience failure year after
year and quickly lose motivation. A logical inference is that there is a strong correlation between student
engagement and self motivation.
(Figure 9)
Indicator 10: Expectations for Volume of Written Work
Figure 10 shows the percentage of students who never met expectations for written work decreased by
26%, while the percentage of students meeting this expectation increased significantly.
(Figure 10)
Indicator 11: Expectations for Legibility of Written Work
Figure 11 indicates that in an ActivClassroom environment, the percentage of students who were below
grade level for written work decreased by 15%, while the percentage of students meeting this
expectation increased by 15%.
(Figure 11)
Indicator 12: Following Written Instructions
Figure 12 shows that in an ActivClassroom environment, the percentage of students who were below
grade level for following written instructions decreased by 15%, while the percentage of students
meeting this expectation increased by 15%.
(Figure 12)
Indicator 13: Working Independently
Figure 13 shows that in the ActivClassroom environment, the percentage of students categorized as
never working independently decreased by over 18%, while the percentage of students always working
independently increased by 36 % The more students are engaged and working collaboratively, the
greater the communication and exposure they have to other students’ styles of learning as opposed to
the teacher’s learning and teaching preference. This leads to opportunities for students to demonstrate
their strengths in a group setting, while gaining exposure to other styles and ways of problem solving
that could potentially strengthen their weaknesses and equip them with tools and skills for working
independently.
(Figure 13)
Indicator 14: Understanding Verbal Instructions
Figure 14 shows that in an ActivClassroom environment, the percentage of students understanding
complex instructions increased by over 25%. This is a significant indicator of student comprehension.
(Figure 14)
Indicator 15: Age Appropriate Computer Skills
Figure 15 illustrates that in an ActivClassroom environment, student computer skills increase
significantly. The percentage of student categorized as 2 years below age appropriate computer skills
decreased by 30%, while the percentage of students categorized as at age appropriate levels increased
by 25%.
(Figure 15)
Indicator 16: Student Behaviour
Figure 16 illustrates that student behavior in an ActivClassroom trend towards significantly improved
social behaviors. The percentage of students that were categorized in all the lowest behavioral ratings
decreased, while the percentage of students exhibiting the highest level of behavioral interaction,
category 4 and 5, increased by 10% and 20% respectively. When students are engaged and provided
lessons in a meaningful and relevant context, behavioral improves which is highly correlated to
increased student achievement.
(Figure 16)
Indicator 17: Student Attendance
Figure 17 shows that in an ActivClassroom student attendance trends upward. The percentage of
students in lowest 2 categories decreased to 0%. All student attendance improved and the majority of
students fell into the two best categories (4 and 5).
(Figure 17)
Indicator 18: Reading without Losing Place
Figure 18 illustrates that in an ActivClassroom environment students increased skill of reading without
losing their place. The percentage of students in the lowest categories (“Never” and “Seldom”) were
reduced, while the percentage of students categorized as “usually” and “always” able to read without
losing place increased by 22% and 8% respectively, which is highly correlated to increases reading
fluency and comprehension.
(Figure 18)
Conclusion:
The results from pre and post teacher survey showed that the utilization of the Promethean
ActivClassroom had a significantly positive effect in each student learning indicators measured.
The findings also clearly illustrate a substantive decrease in the measured indicators of
behavioral issues that impede student learning.
ActivClassroom Components:
ActivBoard Learner Response Systems Lessons Aligned to
Ontario Curriculum
Interactive Software Professional Development Professional Learning
Community
“I think the advent of this new technology that Promethean does so well, The
ActivClassroom, will change the face of teaching in terms of how we interact with students
and what we use as content. I think this technology will help add a whole new set of
strategies that were never available before. “ – Dr. Robert Marzano
References
Marzano, R., Haystead, M. (2009) Evaluation Study of the Effect of Promethean ActivClassroom
on Student Achievement. Centennial, CO: Marzano Research Laboratory.