A Second Look at Secondary Engagement in the Classroom

1. A Second Look at Secondary Engagement in the Classroom Deborah A. Romine EDOL 647 Dr. Lori Hollen

2. Introduction • PLC • Idea for extension study • PD comparing data

3. Introduction Initial Study 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 • Action-research study investigated student engagement in the secondary classroom. • Dual enrollment pre-ap chemistry WKU • 9th and 10th grade WEHS • Traditional six period day schedule

4. Problem • 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?

5. Purpose Initial study Extension study Do students enrolled in block schedules perform better than students enrolled in year long, traditional six period day schedules. Significant impact Which are better prepared academically for post secondary education • 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

6. Freshman v. Sophomore Grades 2011-2013 Grades in percentage out of 100

8. Literary Review Initial study What affects engagement? Attachment to Parents Peers Teachers • Successful engagement in the classroom • Interaction • Exploration • Technology • Authentic assessment • Students have needs • Intrinsic factors • Variety / challenging • Student voice

9. Problem Statement Extension Study Failures decrease students earn more credits Traditional schedule is archaic Block will decrease prep time decrease number of students seen increase cooperative learning time • Inconsistent 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

10. Research Concerns • Initial questions was why? • Polling classes • Sophomores not as diligent as freshmen • Juniors not as diligent as freshmen

11. Research questions Initial study Extension study What 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? • What 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?

12. Problem Statement Initial study 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. • 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).

13. Research Design • Action Research Study • Both the initial and extension study • Disciplined process • Change in current process • Methodical process • Develop and action plan • Reflection • Iteration • Critical thinking • Emancipation • Collaboration

14. Research Design • Action Plan • Educational Polices • Ongoing reconnaissance • Cyclic in nature • Flexible • Collaborative

15. Methodology Table

16. Research Techniques • Implementation of Action Research for purpose of improving classroom practice • Close - ended / open - ended questionnaires • Participatory observations • Lab and course grades analyzed accordingly

17. Data Collection Sources and Techniques • Pre AP Chemistry / Dual enrolled WKU students • WEHS / BCHS • 9th , 10th and 11th grade students • Qualitative data collection • Questionnaires • Quantitative data collection • Course grades