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.
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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.