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 Ontario Curriculum
Learner Response Systems
Lessons Aligned to
Interactive Software Community
Professional Development
Professional Learning
“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.