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.