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Dionisia Rigby CBSE 7202T Seminar in Applied Research II Fall 2013 Action Research Final BEST PRACTICES TO KEEP KINDERGARTEN STUDENTS ENGAGED

Best practices to keep kindergarten students engaged

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Best practices to keep kindergarten students engaged. Dionisia Rigby CBSE 7202T Seminar in Applied Research II Fall 2013 Action Research Final Presentation. Table of contents. Problem Statement – Slide 3 Literature Review- Slide 4 Hypothesis - Slide 5 - PowerPoint PPT Presentation

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Page 1: Best practices to keep kindergarten students engaged

Dionisia RigbyCBSE 7202T

Seminar in Applied Research IIFall 2013

Action Research Final Presentation

BEST PRACTICES TO KEEP KINDERGARTEN STUDENTS

ENGAGED

Page 2: Best practices to keep kindergarten students engaged

Problem Statement – Slide 3

Literature Review- Slide 4

Hypothesis- Slide 5

Participants and Instruments – Slide 6

Experimental Design – Slide 7

Threats to Internal Validity – Slide 8

Threats to External Validity – Slide 9

Procedure–Slide 10

Data Analysis- Slide 11-12

Correlations- Slide 13-14

Discussion and Implications- Slide 15

Survey Questions – Slide 16

Intervention Tracker – Slide 17

References – Slide 18

TABLE OF CONTENTS

Page 3: Best practices to keep kindergarten students engaged

The purpose of this research is to find the best practices to keep kindergarteners

engaged and energetic in an all day program. It has been noticed that many students fall asleep throughout the day.

Numerous kinesthetic activities will be used as a form of intervention to see what keeps students engaged the most. A pre-survey

will be given, intervention will be implemented and post-survey will be given

PROBLEM STATEMENT

Page 4: Best practices to keep kindergarten students engaged

“Gains in knowledge are often accompanied by increased interest and appreciation of the subject, both important

indexes of engagement, which are related to actual activity choice and participation” (Mantizicopoulos & Patrick,

2011).

“Physical activity promotes biological changes in the brain that enhance adaptability and connections between brain

cells; this brain activity is necessary for learning as well as for the growth of new brain cells (Ratey 2008)” (Reilly et

al., 2012).

“Evidence supports that theory that problems with attention predate learning problems and that longitudinal investigations of the relationship between attention and

literacy are critical for understanding how literacy develops” (Dice & Schwanenflugel, 2012).

LITERATURE REVIEW

Page 5: Best practices to keep kindergarten students engaged

Developing a system, where students do a series of kinesthetic activities when they

seem tired or fall asleep during instruction, for 28 students in a charter school in Brooklyn, NY, for 2 weeks during the

afternoon subjects, will keep them engaged in their learning and stay on task. This will

also improve their attitude towards kinesthetic activities and their engagement

in school.

HYPOTHESIS – HR1

Page 6: Best practices to keep kindergarten students engaged

Participants

28 females in researcher’s classroom from Brooklyn,

New York

Between ages 4-6

26 African American, 2 Hispanic

Instruments

10 Question Student Pre and Post Survey

Teacher Survey

Intervention Tracker

Video Camera

Journal

PARTICIPANTS AND INSTRUMENTS

Page 7: Best practices to keep kindergarten students engaged

One Group Pre-Test Post-Test Design • One group, 29 girls (School X in Brooklyn, NY) will

receive a pretest (O)• Group will be exposed to a treatment (X)• Group will be post-tested (O)

Symbolic Design Representation • OXO

Pre-Test (O) and Post-Test (O) = Pre and Post SurveyTreatment (X) will consist of before and after videos of scholars during math and core instruction over the period of 2 weeks

EXPERIMENTAL DESIGN

Page 8: Best practices to keep kindergarten students engaged

• History – events outside of the experiment are likely to occur such staying up late the night before or on a regular basis

• Maturation- overtime students may become accustomed to kinesthetic movements causing them to no have an effect

• Mortality – students may have long absences or may transfer schools

• Statistical Regression – a low number of students my bring forth results, causing data to be insignificant

THREATS TO INTERNAL VALIDITY

Page 9: Best practices to keep kindergarten students engaged

• Pre-Test Treatment – students may act differently since they were pre-tested

• Multiple Treatment – Students may receive more than one treatment in succession

• Experimenter Effects – Researcher actively presents potential threats; due to person bias researcher may effect results due to previous knowledge of students

THREATS TO EXTERNAL VALIDITY

Page 10: Best practices to keep kindergarten students engaged

Pre-test – All students were given a survey measuring their initial attitude towards kinesthetic activities and

their engagement in school

Treatment –Treatment were given introduced to all participants. All students were observed during Math and

Core. When students fell asleep, researcher asked students to participate in different kinesthetic activities.

Post-test – All students were given a survey identical to the pre-survey measuring their final attitude towards kinesthetic

activities and their engagement in school

PROCEDURES

Page 11: Best practices to keep kindergarten students engaged

DATA ANALYSIS

Above is the proposed data for the activity students prefer to stay engaged during instruction. Pre-survey most students prefer to try to stay engaged on their own with no intervention. Post-survey most students prefer to do jumping jacks to stay engaged.

Preferred Activity to Stay Engaged  Pre-Survey

# of StudentsPost-Survey# of Students

Stretching 0 8

Jumping Jacks 2 12

Walking for Water 17 5

Standing Up 3 1

No Intervention 7 2

24%

10%

31%

28%

7%

Most Preferred InterventionPre-Survey

No Intervention Standing Splash WaterDrink Water Stretching Jumping Jacks

7%4%

11%

7%

29%

43%

Most Preferred Intervention Post-Survey

No Intervention StandingSplash Water Drink WaterStretching Jumping Jacks

Page 12: Best practices to keep kindergarten students engaged

DATA ANALYSIS

Likes J

umping Jack

s

Likes S

tretch

ing

Jumping Jack

Keeps Engaged

Stretch

ing Keeps Engaged

0123

Atttitudes Towards JJ and Stretching and the Engagement of Both

Pre-Survey

Post-Survey

Kinesthetic ActivityA

ttitu

de R

ating

Average Attitude Rating Towards Activity and Engagement  Pre-Survey Post- SurveyLikes Jumping Jacks

1.68 2.93

Likes Stretching

1.68 2.86

Jumping Jacks Keeps Engaged

1.64 3.32

Stretching Keeps Engaged

1.43 3

This data shows the results based on the questions, “Do you like jumping jacks?” and “Do you like stretching?”. The answer choices were 1-Stongly Dislike, 2- Dislike, 3-Like, and 4- Strongly Like.” This data also shows results for the questions, “Do jumping jacks keep you awake?”, “Does stretching keep you awake?”. Answer choices included, 1- Very Sleepy, 2- A little Sleepy, 3-A little Awake, 4- Very Awake. All areas showed great improvement after the intervention.

Page 13: Best practices to keep kindergarten students engaged

DATA ANALYSIS

Pre-Survey Post- Survey

Mean Rating

1.78571428571429

2.92857142857143

0.250.751.251.752.252.75

Mean Attitude Towards Engagement All Day

Like

rt sc

ale

Ratin

g

Pre-Survey Post-Survey

Positive Attitude Rating

0.18 0.71

5%15%25%35%45%55%65%75%

Percentage of Scholars that feel Engaged All Day

Enga

gem

ent P

erce

ntag

e

Both graphs apply to the question, “Do you feel engaged in school all day?” The first graph shows that the average rating pre-intervention was 1.8 showing that most students felt very sleepy or a little sleepy all day. The average rating post-intervention was 2.9 showing that most students felt a little awake all day.

The second graph shows that before the intervention only 18% of students felt either a little awake or very awake all day. After the intervention, 71% of the students felt either a little awake or very awake all day, a 53% increase.

Page 14: Best practices to keep kindergarten students engaged

DATA ANALYSIS

This graph shows the data based on the intervention. Each activity received a rating based on if they kept a student on task after falling asleep. The ratings were as follows 1- Never (0 times kept student engaged), 2- Rarely (1 to 7 times kept student engaged), 3 – Often (8 to 15 times kept student awake), and 4 – Always (16 times kept student engaged).

No intervention never kept the student awake and on task. Standing kept the students engaged 5 times. Going for a walk to splash water kept students engaged 7 times. Going for a walk to get a drink of water kept students engaged 9 times. Stretching kept students awake 14 times and jumping jacks kept students engaged all 16 times.

No Intervention Standing Splash Water Drink Water Stretching Jumping Jacks0

0.51

1.52

2.53

3.54

Intervention Frequencies

Mean Engagment

Kinesthetic Activity

Freq

uenc

y Ra

ting

Page 15: Best practices to keep kindergarten students engaged

DATA ANALYSISData Set Scatter Plot and Line Best Fit - Attitude Towards Subject and Engagement During Subject X-Axis Y- Axis

3 3

4 4 X-Axis = Do you like Core?3 4 1- Strongly Dislike 4 3 2 - Dislike3 4 3 - Like2 1 4 - Strongly Like 2 1

2 1 Y- Axis = Do you feel sleepy during Core?2 2 1- Very Sleepy1 2 2 - A Little Sleepy3 4 3 - A Little Awake4 4 4 - Very Awake3 4

4 43 43 4

3 3

2 3

1 1

1 2

2 13 24 34 34 33 34 34 3

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

0 1 2 3 4 5

Attitu

de To

war

ds E

ngag

emen

t

Attitude Towards Core

Series1

Linear (Series1)

Correlation Coefficient:

0.66505315 rxy=.66

The data represents the correlation between pre-survey question, "Do you like Core?" and pre-survey question, "Do you feel sleepy during Core?". This data shows a strong positive correlation between students' attitude towards the subject and their attitude towards their engagement during the subject. If they really liked the subject they thought they felt awake during the subject. If they didn't like the subject they thought they felt more tired during the subject.

Page 16: Best practices to keep kindergarten students engaged

DATA ANALYSISData Set Scatter Plot and Line Best Fit - Number of Times Used Activities and Attitude Towards Engagment All DayX-Axis Y- Axis

5 2

12 3 X-Axis = Number of Times Activities Used7 2 0-16

14 3

4 2 Y-Axis =Attitude Towards Engagement All Day13 3 1- Very Sleepy11 4 2- A Little Sleepy12 4 3 - A Little Awake 14 4 4 - Very Awake

8 2

10 3

6 2

11 3

10 312 312 3

12 3

15 310 3

3 29 35 25 2

16 414 413 315 411 3

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

0 5 10 15 20

Attitu

de To

ward

s Eng

agem

ent A

ll Day

Number of Time used Activities

Series1

Linear (Series1)

Correlation Coefficient0.84198246 rxy= .84

This data shows the correlation between the number of times a students needed activities to stay awake and the post-survey question, “Do you feel engaged all day?”. This data shows a strong positive correlation. The more students needed to do kinesthetic activities to stay awake, the more they felt engaged throughout the day.

Page 17: Best practices to keep kindergarten students engaged

DiscussionThe implementation of kinesthetic activities proves to a

best practice to keep students engaged in a full-day Kindergarten program. The implementation of kinesthetic

activities also proves to improve students’ attitudes towards the activities and their attitudes towards their

engagement all day. Jumping Jacks seem to keep students engaged the most.

ImplicationsTeacher surveys came be used to do further research on teacher attitudes towards to student engagement. This

information can be used to determine when students are the most engaged which would further distinguish the best

times to teach the most important subjects.

DISCUSSION AND IMPLICATIONS

Page 18: Best practices to keep kindergarten students engaged

SAMPLE SURVEY QUESTIONS

Name: _____________________ Date:______________________ Age: ________ Gender: ________ Demographic: ________________ Prior Schooling: ______________

1. Do you like Core?

1-Stongly Dislike 2- Dislike 3- Like 4 – Strongly Like

2. Do you feel sleepy during Core?

1 -Very Sleepy 2- A little Sleepy 3- Awake 4 – Very Awake

3. Do you like jumping jacks?

1-Stongly Dislike 2- Dislike 3- Like 4 – Strongly Like

Page 19: Best practices to keep kindergarten students engaged

INTERVENTION TRACKER

November 11th Math Core Intervention Effectiveness Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15

Page 20: Best practices to keep kindergarten students engaged

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• Block C.C., Paris S.R., & Whiteley C.S. (2008). CPMs: A kinesthetic comprehension strategy. The Reading Teacher, 61(6), 460-470. DOI:10.1598/RT.61.6.3

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• Burg, K. (2010). Justifying physical education based on neuroscience evidence. Journal of Physical Education, Recreation & Dance, 81 (3), 24-46. http://dx.doi.org/10.1080/07303084.2010.10598445

• Chien N. C., Howes C., Pianta R. C., Burchinal M., Ritchie S., Bryant D.M., Clifford R.M., Early D.M., & Barbain O.A. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81 (5), 1534-1549) DOI: 10.1111/j.1467-8624.2010.01490.x

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