The Impact Of Student Leadership In Classroom Management On Student Achievement

The Impact of Student Leadership in Classroom Management on Student Achievement

Dissertation

Submitted to Northcentral University

Graduate Faculty of the School of Education In Partial Fulfillment of the

Requirements for the Degree of

DOCTOR OF PHILOSOPHY IN EDUCATION

by JASON S. GORNTO

Prescott Valley, Arizona June 2009

UMI Number: 3376763

INFORMATION TO USERS

The quality of this reproduction is dependent upon the quality of the copy

submitted. Broken or indistinct print, colored or poor quality illustrations

and photographs, print bleed-through, substandard margins, and improper

alignment can adversely affect reproduction.

In the unlikely event that the author did not send a complete manuscript

and there are missing pages, these will be noted. Also, if unauthorized

copyright material had to be removed, a note will indicate the deletion.

UMI UMI Microform 3376763

Copyright 2009 by ProQuest LLC All rights reserved. This microform edition is protected against

unauthorized copying under Title 17, United States Code.

ProQuest LLC 789 East Eisenhower Parkway

P.O. Box 1346 Ann Arbor, Ml 48106-1346

APPROVAL

The Impact of Student Leadership in Classroom Management on Student Achievement

by

Jason S. Gornto

Approved by:

UJaJtu^-Chair: Kellfey Walters, Ph.D.

Member: Denise Geier, Ed.D.

Member: Amy Peterson, Ed.D.

&.2D. Ctf Date

Certifiedjjy:^

V School D&an: Dennis J. Lessard, Ph.D. Date

ACKNOWLEDGEMENTS

Many people have influenced the journey that has led to this achievement. Some I

have known my entire life and others I have only spoken with briefly. Each, though, has

played an important part in my success.

First, and foremost, to my wife, Denise for her support, motivation, and

encouragement. She has taken on more than her fair share to allow me the time and space

to move forward with this degree.

To my parents, Bill and Linda, who instilled in me a desire to succeed. They

taught me never to accept less than I want. They also taught me to be willing to work for

what I want.

To my brother, Troy, who taught me that being smart and educated are two

different things.

To my friend and colleague, Diane, for picking up the slack at school. Her

sacrifices allowed me to complete this journey without losing my mind at work.

To my dissertation chair, Dr. Kelley Walters, for fantastic guidance. Her feedback

and advice was always timely and direct. Her encouragement and frankness helped make

this journey less tedious.

To my committee members, Drs. Denise Geier and Amy Peterson, for providing

quick and precise comments. Their feedback was invaluable in this process.

To my external reviewer and friend, Dr. Tom McKaig, for his feedback and

encouragement. I appreciate his frankness now more than ever.

To the administration and staff at the schools included in this study. Their

flexibility and willingness to participate helped make my goals a reality.

Abstract

Public schools across the nation are being held to higher standards of accountability. No

Child Left Behind, Research Based Instruction, and similar initiatives are increasing the

need for teachers to use proven and effective methodologies for teaching and managing

classrooms. The purpose of this study was to investigate the relationship between a

specific classroom management technique and student achievement and to determine

whether including student leadership in the classroom management model has an effect

on student reported success or grades. The researcher used a quantitative research design

to investigate student leadership in classroom management. A random sample of students

in grades 9-12 was culled from three high schools chosen from a convenience sample.

These 102 students completed an online survey developed and piloted by the researcher.

The survey asked participants to consider a class they had taken that included frequent

student leadership and a course that included little or no student leadership. Student

achievement was measured by letter grade and students' feelings of success. Survey

results were analyzed to determine what effect, if any, student leadership in classroom

management had on student achievement. Cross tabulation and paired sample t tests were

used for analysis. Using a paired-samples t test, ^(98) = 5.83,/? < .001, students found

their high-participation classes more interesting than their lower-participation classes.

Paired samples t tests were also conducted to compare school grades between the high

participation group and the low participation group. Differences were significant, t{99) =

4.82, p < .001. Further research is needed to identify which student leadership methods

have the largest impact on student achievement. Additionally, further research may

determine if student leadership is more effective in any particular subject area or

classroom setting.

Table of Contents

Chapter 1: Introduction 1

Background and Significance of the Problem 1

Statement of the Research Problem 2

Research Questions 4

Research Assumption, Limitations, and Delimitations 5

Definitions of Key Terms 7

Summary 8

Chapter 2: Review of the Literature 10

Classroom Management 11

Student Leadership in Classroom Management and Instructional Methods 17

Student Leadership Development 23

Chapter 3: Research Methodology 31

Statement of the Research Problem 31

Research Questions 31

Research Setting 33

Chapter 4: Findings 499

Chapter 5: Summary, Conclusions, Recommendations 633

References 70

Appendix A 755

Appendix B 79

Appendix C 80

Appendix D 81

Appendix E 82

LIST OF TABLES

Table 1. Paired t Test 39

Table 2. Survey Question 1 50

Table 3. Survey Question 2 50

Table 4. Survey Question #3 51






Table 10. Survey Question#9 54





Table 15. Cross Tabulation of Letter Grades Received 57

1

Chapter 1: Introduction

Public schools across the nation are being held to higher standards of

accountability (Hardman & Dawson, 2008). Many states, including Indiana, are

expecting educators to use new methods to increase student achievement. One recent area

of focus has been the application of research-based instruction and methods in the

classroom. Research-based instruction can focus on any topic within education.

Standardized tests, curriculum development, differentiated instruction, remediation,

inclusion, and other recent trends in educational research have led the way for

improvements in classroom instruction. While the areas of curriculum development and

standardized testing have received much attention, both classroom management and

student leadership have been neglected (Posner, 2004).

This chapter will provide an introduction to the study. The background and

significance of the existing research problem will be outlined. Contemporary research

will be cited that indicates a need for the present study. The research questions, along

with assumptions, limitations, and delimitations will be identified and detailed.

Operational definitions for student leadership, student achievement, and classroom

management will be presented, as well.

Background and Significance of the Problem

No Child Left Behind (NCLB), Research Based Instruction, and similar initiatives

are increasing the need for teachers to use proven and effective methodologies for

teaching and managing classrooms (Hardman & Dawson, 2008). The purpose of this

study was to investigate the relationship between a specific classroom management

technique and student achievement. The objective of this study was to determine whether

2

including student leadership in the classroom management model has any effect on

student reported success or grades. Determining the effect of this specific technique

allows teachers to consider the benefits or drawbacks of using it in their own classroom.

Current research in business shows a relationship between leadership and business

success. Organizational theories and leadership theories have been researched widely

with regard to best business practices for increased shareholder value (Northouse, 2007).

Only recently have schools started to consider shareholders and outcomes in a similar

sense (Hay & Dempster, 2004). Because this change of thinking is still evolving, little

quantitative research exists that links student leadership to student achievement. This is

particularly true at the high school level. Posner (2004) identified a great need for new

research in student leadership. The author said, "Studies examining the impact of various

leadership development programs and classes.. .would assist greatly in understanding just

how leadership is developed" (p. 454). These suggestions for contemporary researcher

indicate that a study of student leadership as part of classroom management and the

effects on student achievement is necessary and relevant research.

Statement of the Research Problem

The objective of this study was to address research questions relating to student

leadership and classroom management. Current research suggests that students would

report higher grades and higher success in classes that include student leadership in

classroom management. Current trends in education present a need for teachers to use

research based methods in instruction and classroom management (Hardman & Dawson,

2008). Student outcomes are the gold standard of success in education and there is a lack

of current research in this area (Hay & Dempster, 2004; Posner, 2004). Although

3

business productivity is directly linked to leadership, there are few similar studies in

education (Northouse, 2007). Classroom management and student leadership are topics

for which little current research exists (Posner).

Purpose Statement

The purpose of this study was to determine if a relationship exists between

student leadership as part of classroom management and student success. This study will

provide high school teachers with research based data related to increasing student

achievement. This quantitative study used an online survey to collect student responses to

questions regarding the use of student leadership in classroom management and the

students' grades and feelings of success in those classes. A random sample of students

was selected from three high schools of a convenience sample. The population includes

all high school students in grades 9-12. The geographic location of the sample population

was north central Indiana. Specifically, students were asked to recall a course they had

taken that included high levels of student leadership and respond to questions about it.

Then students were asked to consider a course they had taken that included little or no

student leadership and then respond to questions about that course.

Theoretical Framework

The theoretical framework for this study is based on the work of Li et al. (2007)

and Dobinson (2001). The framework rests on the following idea: Teachers that employ

more student leadership within their classes can increase student achievement of all

students within that class. Dobinson's work shows that students can be active or passive

in student leadership and still reap the benefits. Student leadership can be part of

classroom management without a specific developed curriculum (Li et al.). This means

4

that teachers do not need to study, develop, and implement a new system for classroom

management or instruction. Using peer-to-peer interaction in instruction is much more

effective than teacher-only instruction (Dobinson). Student leadership is any peer-to-peer

interaction.

Research Questions

Current research illustrates the importance of student leadership, classroom

management, and student achievement. This study seeks to connect these concepts and

provide high school teachers with quantitative research to support student leadership as a

classroom management technique for improving student achievement.

1. Does using student leadership in classroom management alter students'

perceived success in that class?

2. Is there a relationship between the use of student leadership in classroom

management and student reported grades?

Classroom management textbooks rarely include references to student leadership

(Kellough & Kellough, 1996; McLeod, 2003; Wong, 2004). Although many teachers

may already use some forms of student leadership within their classrooms, this study

could validate those methods. Further, for teachers who disregard the use of students as

leaders within the classroom, this study could persuade them to include these methods as

a research based instructional tactic designed to improve student achievement. This study

contains the following hypotheses.

Hypothesis 1: Students will report success in classes using student leadership as

part of classroom management more often than in classes not using this technique.

Hypothesis 2: Students will earn higher grades in classes using student leadership

5

as part of classroom management than in classes not using this technique.

Research Assumption, Limitations, and Delimitations

These research assumptions are an inherent part of the research design. Every

effort was made to ensure that results were reliable and valid. The researcher assumed

that all participants completing the quantitative survey were forthright and unbiased in

their responses. The researcher also assumed that every student has some level of active

or passive experience with student leadership as part of classroom management. Further,

the researcher assumed that students will have recognized student leadership in classroom

management when it was present.

Limitations existed within this study. The non-experimental nature of this study

did not allow the researcher to determine cause and effect relationships. The data derived

from these participants may not be wholly applicable to a larger audience. Further, this

study only accounted for student perceptions of student leadership as part of classroom

management. Some teachers may employ these methods in ways students are not directly

aware. The type of demographic information collected does not allow analysis of

variables such as socioeconomic status, race, and learning disabilities.

Delimitations also existed within this study. Time and geographic constraints

limited the participants to three high schools in northern Indiana. Another primary

delimitation of this study was the ability of one researcher. One researcher was clearly

limited in the amount of time and resources that were available. The participants were

geographically close to the researcher's locale. This quantitative research study was

conducted using student participants from three public high schools in north central

Indiana; therefore the result may also be indicative of this population. The theoretical

6

framework and operational definition for student leadership allow for any peer-to-peer

interaction to be identified as student leadership. For this reason this study does not

attempt to identify any specific strategy or method as superior. Additionally, the

theoretical framework indicates that no formal program or plan of student leadership

needs to be in place for student leadership to occur. Accordingly, the literature review

does not focus on specific curricula for student leadership in classroom management.

Although the researcher took great care to create an instrument that would encompass all

student leadership activities in classroom management there may be other methods

unaccounted for herein.

Nature of the Study

This quantitative study used an online survey to collect student responses to

questions regarding the use of student leadership in classroom management and the

students' grades and feelings of success in those classes. The researcher approached

administrators at three districts: one rural, one small city, and one metropolitan. These

three schools selected from convenience had policies allowing the administration to give

permission for the students to participate in surveys. A random sample of high school

students identified 50 students from each school. Using 50 participants from each school

allowed for some non respondents while still ending with a final participant number of

larger than 100. A sample size of 100 is sufficient for a large population (Alreck & Settle,

2007). A random sample increased the validity and accuracy of the data collected (Gall,

Gall, & Borg, 2007). The validity and accuracy of data collected from a truly random

sample is preferred over other methods. To conduct this random sample a list of all

current students at each school was used. A random number generator was used to

7

determine the first participant and then an Nth name sampling procedure was used.

Significance of the Study

Classroom management and student leadership have been neglected in recent

research (Posner, 2004). This study investigated the relationship between a specific

classroom management technique and student achievement. Current research in business

shows a relationship between leadership and business success (Northouse, 2007). Only

recently have schools started to consider shareholders and outcomes in a similar sense

(Hay & Dempster, 2004). Current research suggests that a study of student leadership as

part of classroom management and the effects on student achievement is necessary and

relevant research. Current trends in education present a need for teachers to use research

based methods in instruction and classroom management (Hardman & Dawson, 2008).

Student outcomes are the gold standard of success in education and there is a lack of

current research in this area (Hay & Dempster, 2004; Posner, 2004).

Definitions of Key Terms

Words used throughout this study include student leadership and student

achievement. Student leadership can take many forms and many definitions.

Student Leadership. Student leadership can give students the chance "to practice a

range of leadership skills in a supportive, learning and social environment" (Hay &

Dempster, 2004, p. 141). Another explanation that can apply to students is that leaders

"occupy positions of responsibility in coordinating the activities of the members of a

group in their task of attaining a common goal" (Stogdill, 1974, p. 76). This study

focused on classroom activities that gave students responsibility for other individuals.

These activities were assigned by the classroom teacher. Therefore, each student had

8

positional leadership within the classroom. Participants in the study defined these

leadership activities which may include: taking attendance, passing back papers, or

leading discussion. This study specifically excluded identifying leadership qualities of

students and developing leadership within students.

Student achievement. Student achievement, student success, and student grades

are commonly used indicators in educational research (Smythe & Hess, 2005). For the

purposes of this study, student achievement was synonymous with student reported

feelings of success and student reported grades.

Classroom management. Classroom management has been defined in many ways.

Palumbo and Sanacore (2007) said that classroom management includes "helping

students become academically engaged, organizing instruction to accommodate students'

strengths and needs, and motivating students to be interactive during instructional

activities" (p. 67). Using this wide definition of classroom management allowed a wide

range of student responses and perceptions to be appropriate. A narrow definition may

have limited or shown bias in relationship to student leadership in classrooms.

Student perceptions of leadership. For the purposes of this study student

perceptions of leadership in the classroom are limited to self-reported occurrences and

frequencies in self-selected classes. Participants were free to choose from a provided list

of 12 categories of student leadership in classroom management. The participants were

also given the opportunity to enter qualitative information.

Summary

This chapter identified research questions, provided a background to the problem,

and illustrated limitations, delimitations, and key definitions. An increase in

9

accountability is forcing teachers and administrators to adapt. Research based instruction

requires that classroom management methods and instructional methods be backed by

research to ensure relevance and effectiveness. Although recent research has begun to

focus on student leadership the attention has been primarily on college students. There is

no empirical evidence to show that including student leadership as part of classroom

management effects student achievement. This research fills a void in the existing body

of scholarly work.

10

Chapter 2: Review of the Literature

Educational leadership is a popular topic in research (Fullan, 2003). Most current

research focuses on administrative leadership (Marzano, Waters, & McNulty, 2005). A

survey of research on the topic of student leadership as a part of classroom management

shows a lack of attention to this topic. Further, there is little evidence of the effect of

student leadership on student achievement. There is, however, research on classroom

management, peer leadership in classrooms, student leadership development, and interest

in student leadership research. Much of this related research hints that student leadership

and achievement are related. Further, this research points to a need for quantitative

research specifically linking student leadership and achievement.

This chapter presents a review of recent research in the area of student leadership

in classroom management. The first section focuses on classroom management; the

affects of classroom management strategies on students, current methods and

management models. Some of these models are teacher focused and others are students

focused. The second section of this chapter focuses on including student leadership in

classroom management and instructional methods. The relationship between classroom

management and instructional methods will be examined first. Instructional methods that

include components of student leadership will also be presented. The final section of this

chapter presents research on student leadership. It begins by evaluating leadership models

and methods of developing student leadership. Next, this section examines the role of

student leadership in peer groups and attention is given to student leadership development

research.

11

Classroom Management

In this section research focusing on the impact of classroom management on

students is followed by studies on classroom management and management models for

classrooms. The evaluation of models begins with a macro perspective and move to

student focused methods and models. Teachers at every level of experience list classroom

management as their number one concern (Arter, 2007).

Classroom management is a vital key to student success and should be a teacher's

first concern (Wong & Wong, 2004). There cannot be effective instruction without

planning and structure. One veteran teacher said that classroom management is not just a

"serious problem. Classroom management is everything" (Palumbo & Sanacore, 2007, p.

67). Palumbo and Sanacore used a case study of two teachers to examine the importance

of classroom management on instruction. These two teachers taught the same grade at the

same school with nearly identical demographics in the classroom. In the classroom of

Teacher Y there was chaos. Instruction was stopped to address students that arrived late.

Students that had been absent the day before had to wait for the teacher to find

yesterday's worksheet and hand it out. Teacher X, however, "had none of these

problems" (p. 68). Expectations were clear. The students began quietly working upon

arrival to the classroom. Students that had been absent knew where to find yesterday's

worksheets. Tardy students quietly came in and added their own name to the detention

list on the board and then took a seat. Teacher X also used student leadership as part of

classroom management. "A student took the attendance from a seating chart, and the

teacher checked it later for accuracy" (p. 68). While the student was taking a

responsibility for the class as a whole, the teacher was free to keep the class moving

12

forward. This administrative task did not take away from instructional time. The

researchers concluded:

The four-minute difference in starting class every day in a forty-minute period represents 10 percent more instructional time over the school year. All other factors being equal, including motivation and engagement, this four-minute advantage would be enough to produce better student outcomes, (p. 68)

The importance of time of task with students is echoed by other recent research as well.

These findings of use of classroom time and the importance of classroom

management are echoed by the findings of Pearce (2008). The impact of classroom

management on students and teachers is addressed by Pearce in relationship to music

classrooms. The author cited research studies that show classroom management is a

reliable predictor of teacher success and longevity. This author explains the importance

of maintaining momentum in a classroom and not allowing discipline and administrative

tasks to stop the learning. Pearce stated, "Highly effective teachers jealously guard their

student contact time and are constantly working to pack as much teaching as possible into

each minute" (p. 29). This author acknowledges the importance of routine and suggests

group learning along with holding the students to exceptionally high standards.

Classroom management has been shown to directly affect students in many ways

(Wong & Wong, 2004). Huang (2008) examined the relationship between classroom

management and student depression. Although these findings are not contradictory to

previous studies, the hypothesis takes the importance of classroom management in a

different direction. This study was limited to Eastern cultures. Although there are

significant cultural differences in education between the United States and Eastern

Culture, these findings reiterate the relevance of classroom management and its important

13

impact on students. The researcher begins by explaining some key differences in culture.

Adolescent depression is a significant issue in Asia. Eastern educational systems give

teachers "too many rights" (p. 271). The researcher wrote that students have a high

degree of respect for teachers as a matter of culture. Further, teachers can easily put

undue stress on students simply by creating unrealistically high expectations or even by

withholding praise and attention. The research found that although teacher classroom

management was not the primary influence on student depression, it was a significant

contributor. The study also found a relationship between students' evaluation of

classroom management and student depression. This clearly shows that classroom

management has a significant and profound influence on students.

Classroom management in gifted classrooms presents specific challenges different

from traditional classrooms (Rayneri, Gerber, & Wily, 2006). These researchers assert

that findings in traditional classrooms are not unilaterally applicable to all. The

researchers in this study examined the classroom environment and learning style

preferences of gifted students in middle school and the relationship and impact on

performance levels. One relevant finding of this study was that, contrary to some existing

research, gifted students showed a preference for learning with peers. The author holds

that this may be an indication that student leadership can be effective in gifted

classrooms. The researchers also found that gifted students should work hands-on as

much as possible when learning about real-world issues. The overall findings of this

study suggest that teachers of gifted students need to evaluate their classroom

environment, procedures, and practices to encourage engaged learning to improve student

achievement.

14

In contrast to some previous research Eshel and Kohavi (2003) believe that other

variables in the classroom affect student achievement. One area of particular focus in

classroom management methods is classroom control (Eshel & Kohavi). Their research

sought to identify a link between perceived classroom control, self-regulated learning

strategies, and academic achievement. "It was hypothesized that student mathematics

achievement would be contingent on the combined effects of teacher and student control"

(p. 249). Classroom management and processes were found to be related to academic

achievement. The study also suggests that self-regulated learning would benefit from a

coaching mentality for improved success. The author posits that this study furthers the

evidence that teachers and students may benefit greatly from more student control and

responsibility in the classroom.

Some other recent research delineates the idea that control is paramount. Giving

students more control does not mean the teacher is out of control. Magableh and

Hawamdeh (2007) investigated the role of accountability in discipline in classroom

management of beginning teachers. They also applied specific methodologies to these

situations. The researchers identified discipline strategies in two categories: proactive

strategies and strategic procedures. The study acknowledged the importance of effective

classroom management and its effect on student achievement. The study also discussed

the importance of instructional time that can be lost to poor classroom management. The

researchers briefly compared the effectiveness of four management models: the

Discipline Model, the Traditional Model, the Effective Management Model, and the

Reality Therapy Model.

The Discipline Model focuses on the teacher and his right to teach in a classroom

15

free of disruption. In this model good behavior is rewarded and poor behavior is

punished. The Traditional Model relies specifically upon monitoring unwanted behavior.

The Effective Management model is teacher focused. This model focuses on the teacher's

behavior and reactions to students as a beginning point for classroom management. The

Reality Therapy Model is student based. This methodology puts the duty on the teacher

to meet the needs of the students. The study found that different teachers used different

strategies to achieve similar results. The researchers concluded that personality of the

teacher, personality of the students, and other unknown factors can influence which

methods are most appropriate and most effective in any classroom setting; that there is

not one correct answer for classroom management.

Student focused models of classroom management and instruction are gaining

popularity (Gureasko-Moore, DuPaul & White, 2007). In their recent study the

researchers examined self-management of classroom preparedness and homework and

applied these concepts to adolescents with attention deficit hyperactivity disorder. The

study cited the regularity with which students with attention deficit hyperactivity disorder

showed up for class unprepared. The researchers identified specific behaviors such as

tardiness, homework completion, and organization. The researchers used a program

specifically designed to give these students the necessary skills to be responsible for

themselves in this type of classroom setting. The study found that these students

improved on these specific behaviors after completing the training. Once these students

had the necessary tools they were willing and able to take responsibility for their work

and place in the classroom. This leads the author to believe that some students may not

inherently have the necessary skills to benefit from student leadership as part of

16

classroom management.

Recent research by Buchs, Butera, and Mugny (2004) suggested that student

focused learning may positively affect student achievement. In their study of college

students published in Educational Psychology the researchers compared student groups

working on a project. Members of one group were all provided with identical information

while the experimental group members were supplied with interdependent

complementary information. After reviewing the information the groups completed a

task. The study found that "performance was favored when students worked on

complementary information" (p. 291). Students with identical information did not

perform as well as those students forced to rely on one another for success. The

researchers warned that peer learning must be well constructed to be effective. Some

students in this study felt academically threatened when others in the group challenged

them. This phenomenon only appeared in the group with identical information. In the

absence of this threat students performed much better with interdependent information.

In contradiction to much research a body of knowledge also exists in

contemporary classroom management literature that seems to overlook the relevance of

student leadership. In her book published by the Association for Supervision and

Curriculum Development, McLeod (2003) explained the key elements of classroom

management for teachers. McLeod is an international consultant in classroom

management. The author highlighted the major components of classroom management

within three sections: time and classroom space, student behavior, and instructional

strategies. Most of the 206 pages explain traditional strategies for maintaining order,

organization, and control. McLeod gave one sentence to student leadership as part of

17

classroom management. "Implementing a system of student helpers also saves time and

teaches students the real life skill of accepting responsibility for doing a job" (p. 34). This

sentence recognized the validity of student leadership activities as part of classroom

management. This book does not explain specific methods of including student

leadership as a classroom management technique. Nor does this book include student

leadership as a method for instruction. This book is indicative of classroom management

texts and it is important to notice that student leadership is a missing component.

These studies indicate a strong relationship between classroom management

techniques and student achievement. Moreover, the research indicated that students tend

to increase performance as classroom management increases student focus. The

interdependence of student resources suggests that student leadership as a part of

classroom management may, in fact, improve student achievement.

Student Leadership in Classroom Management and Instructional Methods

Student leadership can be part of classroom management and skill building tasks

for students (McLeod, 2003). In the book Key Elements of Classroom Management:

Managing Time and Space, Student Behavior, and instructional Strategies, the author

noted the importance of using student leadership:

Implementing a system of student helpers also saves time and teaches students the real-life skill of accepting responsibility for doing a job.. ..Certainly, student-helper roles require more monitoring in the elementary grades, but middle and high school students can do these jobs independently, (p. 34)

The author goes on to explain the real-world skills and responsibilities learned by

students when they are given tasks. She reiterated the dual-purpose for using student

leadership: keeping classroom management running smoothly, and teaching students via

18

these tasks.

Fencl and Scheel (2005) researched the effects of various teaching strategies on

course climate and student self-efficacy. The participants in this study were college

students enrolled in non-major physics courses. They determined that "self-efficacy is

key predictor of achievement" (Fencl & Scheel, p. 20). These researchers identified

specific strategies that increased self-efficacy. Cooperative learning, which includes

student leadership, was the most identified method to increase self-efficacy. The effects

of these teaching strategies were found to have an effect on students' self-efficacy

regardless of previous experiences or past test scores. This study however, did not

specifically explore collaborative learning throughout the four sources of efficacy. The

researchers concluded that teachers who use these types of strategies within their

classrooms will have a positive effect on students' self-efficacy and will reap the benefits

of the outcomes associated with higher self-efficacy in students. The authors then urged

more research between teaching methods like collaborative learning and student

outcomes. This type of research "may shed additional light on questions regarding the

importance of student attitude for learning" (Fencl & Scheel, p. 23).

The effect of classroom support on the achievement trajectory of elementary

students was examined by Pianta, Belsky, Vandergrift, and Morrison (2008). The

researchers discussed the dynamic change in accountability in recent years and cite a

significant change in focus of educators to use research driven methods to increase

achievement. This nonexperimental, longitudinal study tracked students from 54 months

of age to fifth grade. Standardized test scores over time were compared with the students'

exposure to positive emotional interactions as well as exposure to math and literacy. The

19

researchers found that:

Overall, the reading and math achievement results, at least in third and fifth grade, call attention to the potential importance of the general emotional climate of the classroom and the specific social-emotional experiences children have with teachers within the classroom, (p. 377)

This research underscores the important impact of classroom climate and its relationship

to positive increases in achievement. Classroom management includes instructional

methods that effect student achievement.

Peer-to-peer interaction as part of a lesson is a component of student leadership.

Dobinson (2001) published research that most closely parallels the research conducted

within this paper. Dobinson used ESL students to evaluate the retention of new

vocabulary taught by a teacher in comparison to new vocabulary taught primarily through

peer-to-peer interaction. Retention was measured by a written test given two weeks and

then again at four weeks after the exercise introducing the new vocabulary. Peer-to-peer

interaction was significantly more effective than teacher-only instruction. The researcher

also reported that students that did not overtly participate in the peer-to-peer interaction

still benefited from it. Students who learned the material in a peer-to-peer setting retained

the more new vocabulary than in a teacher-only setting regardless of whether they were

active or passive in the classroom.

Student leadership in classroom management can take the form of peer-to-peer

education, group work, and student involvement in instruction and administration. Maon,

Hughes, Konrad, Neale, and Wood (2004) investigated the involvement of students in

individualized education program meetings. Approximately 300 students representing

varied learning disabilities participated in the 16 studies included in this analysis of

existing literature. The researchers found that many more students are able to participate

20

in individualized education program meetings than are currently participating. Further,

the study suggested that although the participation may have little or no effect on the

direction of the meeting, the goals set, or the expectations placed on the student, it can be

a useful tool. The researchers recommended using these meetings as a learning

experience for these students. Social skills, meeting etiquette, and responsibility for one's

own education can be used as lessons for students.

Stevens (2007) analyzed some common problems with peer-to-peer instruction

and presented readers with suggestions for successful group interactions. This author

warned of unequal workloads and inconsistent grading issues that can plague group

settings. The first point of guidance is for teachers to give students the necessary tools to

be successful. These tools may include hard-copy sources, but also certainly include

technology. The second caveat to avoid is inconsistency in grading. The author explained

that teachers may not be aware of how much or little a particular group member

contributed to the overall finished product. Stevens suggested using some system of

grading that includes peer evaluations and input. One specific suggestion is for the

teacher to give a base grade worth 75 percent of the projects total and "then allow

students to rate each other for the remaining part of the grade" (p. 88). Student input is

vital for fair grading and successful peer-to-peer interactions.

Another method of including student leadership as part of classroom management

is to employ peer tutoring. Kamps et al. (2008) examined class-wide peer tutoring within

middle schools. Over a three-year period 975 students in 52 middle school classrooms

participated in this mixed-design study. The researchers cited increased expectations for

student achievement as well as the need for empirically validated methods as reasons for

21

conducting the study:

It is imperative that the field produce empirically validated interventions containing effective instructional features that promote safe, structures classroom environments with acceptable levels of student productivity and appropriate classroom behavior, (pp. 119-120)

Prior studies reviewed by the researchers illustrate faster acquisition of new knowledge

and higher retention of information for student involved in peer tutoring over those

involved in traditional instruction. This study focused specifically on middle school

students in urban areas. The researchers found that class-wide peer tutoring improved

student achievement in reading and social studies. Although this study is limited to urban

middle schools, it echoes other findings of peer interaction in relationship to

achievement.

Veerkamp, Kamps, and Cooper (2007) published a related study specific to using

class-wide peer tutoring in middle school classrooms focused on reading skills. Three

general education sixth grade reading classes were included in this study. Some students

were exposed to traditional teacher-led classroom instruction, some to class-wide peer

tutoring, and some to class-wide peer tutoring that included a lottery system of rewards.

The lottery system allowed students participating in exemplar tutoring to receive a ticket.

The tickets were placed in a bowl and weekly drawing winners could choose a prize. The

results of this research indicated that class-wide peer tutoring is effective in increasing

performance on weekly tests for vocabulary and comprehension. The classes exposed to

class-wide peer tutoring with the lottery reward system showed even greater

improvement in these areas.

Other recent research presents similar findings. Hancock (2004) published his

research on the motivation and achievement of students exposed to cooperative learning

22

and peer orientation. This study was isolated to 52 graduate students at one public

university. Newly enrolled graduate students were exposed to high peer orientation or

low peer orientation. These students were then evaluated throughout the semester for

levels of motivation and achievement. The results of this study revealed that students

with high peer orientation were significantly more motivated than the students with low

peer orientation. The differences in student achievement between the two groups were

statistically insignificant in this study.

Student leadership can take many forms as part of classroom management and

instruction. Peer mentoring, peer tutoring, student-led instruction, classroom management

tasks, and collaborative learning can all be considered types of student leadership.

Although many studies have focused on fact-to-face interaction the use of technology in

the classroom can facilitate student leadership activities as well. Shell et al. (2005)

investigated the effect of collaborative learning communities supported with computer

technology in a high school setting. This two year study included students at two high

schools and included 746 students in the first year and 946 in the second year. The results

of this research revealed:

Students in classes where computer supported collaborative learning communities were more fully established reported more knowledge building goals and activities, more question asking, and high perception of collaboration with fellow students. Students' reports of knowledge building, strategic learning, and perceptions of the classroom were also associated with their classroom achievement, (p. 327)

Arendt and Gregoire (2006) focused their research on leadership and group work

in family and consumer science courses at the college level. This qualitative study brings

up controversial issues associated with group work, a frequently component of student

leadership. Issues regarding grading, unequal participation, and the chance of group-think

23

should be considered when including student leadership in classrooms. These items

would apply to high schools as well as the college setting cited in the study. Cautions

regarding a leader doing most of the work or too many leaders in a group are also

addressed. The qualitative nature of the study includes a smaller sample size and has

limited generalizability. This study is important as it points to a need for additional

quantitative research in the area of student leadership.

Student Leadership Development

Although educational leadership is a topic typically reserved for administrators,

leadership roles can be engaged by anyone within the school culture, including students

(Wallin, 2003). Students are expected to enter the workforce, college, and community

with some leadership skills in place. Having quality leadership experiences during

elementary, middle, and high school allows students to "transition into the community

and into the world of work and adult responsibility" (Hay & Dempster, 2004, p. 1).

Within this section the topic of student leadership, definitions and development are

examined.

Hay and Dempster (2004) published on the topic of student leadership

development through general classroom activities. These researchers hold that teachers

are not fully aware of the need and impact of embedding student leadership activities into

their daily classroom plans. Teachers frequently believe that student leadership

development has to be a separate curriculum from their general education. The

researchers developed and tested an imbedded leadership curriculum to work in tandem

with a general classroom curriculum. They then evaluated the effects on students and

perception of teachers. The findings indicate that this type of leadership curriculum can

24

be effective. Further, teachers indicated that all students were given the opportunity for

leadership roles, not just those with access to extracurricular activities. The researchers

concluded that "facilitating students' leadership development directly and indirectly helps

communities, societies, families, and industries that these future adults will inhabit.

Student leadership has to be nurtured and should be a goal of a progressive education

system" (p. 144).

Student leadership as part of collaboration is the subject of a literature review

published by Bergen (2004). Bergen cited the growing emphasis on accountability and

student achievement as the reason for increased interest in student leadership in schools.

The primary focus of the paper is the need for a sense of community. The author holds

that students cannot work effectively in peer-to-peer tutoring, collaboration, or student

leadership roles until they feel connected to others in the classroom. The author suggested

focusing on building a sense of community first, and then focusing on collaborative

learning and student leadership methods.

Davison (2007) investigated the relationship between teacher leadership style and

student leadership ability and the effects on student achievement. This study focused on

high school instrumental classrooms. Achievement, for this study, was defined as band

festival ratings. This study is particularly relevant as music classrooms rely on student

leadership more often than average classrooms (Dunaway, 1987). The researcher

identified some key elements for effective student leadership development that include

teacher modeling of good leadership. The research also stressed the importance of the

teacher passing the responsibility of leadership to the students and holding them

accountable. The results indicated that teachers that possessed strong facilitative

25

leadership tendencies "reported stronger student leadership tendencies" from their

students (p. 4). There was no identified relationship between leadership styles and band

festival ratings.

One specific aspect of student leadership in research literature is self-leadership.

Self-leadership is the process of self-influence that effects direction and aggressiveness in

goal attainment (Garger & Jacques, 2007). These researchers suggested that before self-

leadership can change or grow that an evaluation must be completed. The researchers

hold that awareness of self is a vital component of self-leadership and that an assessment

of current skills provides a beginning point for growth. The authors constructed a

conceptual model to evaluate the effects of self-leadership on college students'

performance. Self-leadership was assessed using a Likert scale based survey instrument

and student achievement was evaluated based upon grade point average. The researchers

found that transformational self-leadership was positively correlated with grade point

average. Further finding indicate that passive/avoidant self-leadership was related to

lower grade point average. The researchers also found indications that leadership style

may parallel self-leadership.

Li et al. (2007) found student leadership developing in fourth-grade classrooms.

The researchers recorded 12 discussion groups in 4 fourth-grade classrooms. The

discussion groups were recorded and later coded for leadership actions performed by

students within each group. The actions were categorized into one of five identified

leadership functions: turn management, argument development, planning and organizing,

topic control, and acknowledgment. A dominant leader was identified in half of the

observed groups. All but one of the groups shared leadership functions among members

26

to some degree. In a key finding the researchers reported that the "frequency of

leadership moves increased with the progression of the discussions, suggesting that the

emerging leaders were learning how to lead" (p. 75). These findings show that student

leadership can develop unassisted. This illustrates that a formal student leadership

curriculum does not need to be present for student leadership to develop.

Teachers do, however, play a role in student leadership development. Chapman,

Toolsie-Worsnup, and Dyck (2007) investigated the effects of student leadership in

schools. The researchers began by analyzing current research and defining student

leadership. They point to a need for more research on the subject and illustrate the

changing nature of all types of leadership. Participative leadership and distributed

leadership are emerging as new norms. Student leadership is just beginning to be linked

to academic achievement. The results of this study showed a strong correlation between

teacher attitudes toward student leadership and student leadership development:

Results of the study showed that if educators did not have a belief in the potential of leadership for all students, conditions were not constructed for leadership to occur. Though most educators provided opportunities for all student populations to practice leadership, by differentiating the tasks and expectations, 11% to 36% of teachers felt that not all students could or should lead. (p. 2)

These results warn that teachers must be vigilant in constructing leadership opportunities

to ensure equitable opportunities for all students.

Lagesten (2007) developed, implemented, and evaluated a student leadership

program for an elementary library. The process began by creating a sense of community.

Students were given t-shirts and name tags to help build group identity. Formal training

gave the students the necessary tools to be effective in their assigned leadership roles.

The mixed-methodology indicated that students felt a sense of community and pride in

27

their leadership tasks. Additionally, the library reported an increased number of

checkouts than a similar library in a different school. The author reported that the

students were partners in the education process and shared the responsibilities for part of

their education.

Student perceptions of leadership in college were the focus of research conducted

by Logue, Hutchens, and Hector (2005). This study endeavored to describe the subjective

experiences of six participants from a large, southeastern university. Although the small

number of participants limits the study the findings mirror similar studies. Student

interviews revealed that college students may "experience leadership differently based on

the organization and its cultural context" (p. 403). The researcher suggests that college

students be given some training or guidance before choosing organizations with which to

affiliate.

The Journal of College Student Development published a study by Thompson

(2006) in which the researcher identified the strongest influences on student leadership

process development at the college level. The researcher presented a body of research

that indicated students' attitudes prior to entering college play a large role in leadership

interests during college years. For this study the researcher used third and fourth year

students at a private liberal arts institution; 809 students participated. The instrument used

was a web-based version of the LABS-III that was available to the participants online for

10 days. The researcher reported findings that indicate the "strongest contributing college

resources to students' belief systems regarding leadership in the current study were

interactions and experiences with faculty, administrative support staff, and peers" (p.

346).

28

Shertzer et al. (2005) investigated college student perceptions of four dimensions

of student leadership: importance of leadership, perception of self as a leader, expected

importance of leadership after college, and importance of group work to a leader. The

authors cited many benefits of student involvement in an educational setting:

Involvement helps connect students to their institution, and fosters many positive relationships and learning opportunities not available within the classroom. The benefits of student involvement can be substantial. Students who become involved in one organization or activity often become involved in others, and develop increasing pride in their institution, (p. 85)

The differences between the industrial paradigm and post-industrial paradigm are also

defined and evaluated. The post-industrial paradigm focuses on relationships, change,

and leadership availability applied to the research proposed herein. The authors also

disagreed with some of the findings of Posner. Shertzer and his colleagues found

significant differences in leadership perceptions with regard to demographics. This paper

presents issues to consider. The relationship between leadership and demographics as

well as sense of self as a leader will need consideration in the proposed research.

Posner (2004) designed a student leadership development instrument to fill a void

in education research. He posited that leadership is skill that must be taught and practiced

and that an educational setting is the appropriate place for this learning. Of 68 leadership

instruments evaluated by Posner only two were specific to student populations. The

application of Posner's instrument at the college level was revealing. Student leaders, for

example, did not change leadership behavior regardless of the presence or absence of

compensation. Further, gender, race, age, and semester in school did not relate to

leadership practices. Students returning to positions of leadership from a previous year,

however, exhibited better leadership practices. The lack of recent and relevant studies at

the college level indicates that this is an under researched subject. The development of

this instrument by Posner shows, however, that it is a subject of interest.

Another recent study focused on evaluation of a specific leadership development

program. Chan (2003) investigated the effectiveness of the Chinese University Creative

Leadership Training Program (CLTP) on students in Hong Kong. The study included 116

Chinese high school age students and assessed their leadership characteristics and levels

of divergent thinking. Although the study is severely flawed, the results are in line with

similar studies. The study concluded that the CLTP participants increased in confidence

measures related to communication, public speaking, regulating emotions, and social

problem solving. The study had several flaws. Students not participating in the CLTP

were not assessed. The CLTP participants were assessed repeatedly within a 6 week

period. The measurement instruments were translated into Chinese and adapted to fit the

study without a pilot study.

Summary and Conclusion

This chapter highlighted recent research in the area of student leadership in

classroom management. Related research falls into three categories. The first section

focused on classroom management. The second section of this chapter focused on student

leadership in classroom management and instructional methods. The final section of this

chapter presented research on student leadership. An evaluation of this current research

demonstrated a clear gap in existing knowledge. Only one study directly links student

leadership to classroom management and student achievement.

In addition to the absence of this type of research, there are specific indications

30

from recently published researchers encouraging others to expand the existing body of

knowledge. These authors acknowledged the existing works and focus on gaps therein.

"Abundant evidence of an extensive literature on general adult leadership exists"

(Dempster & Lizzio, 2007, p. 278). There is a need for more research in student

leadership and achievement, especially at the high school level. "Literature is scant on

student leadership" (Chapman, Toolsie-Worsnup, & Dyck, 2006). Dempster and Lizzio

(2007) asserted that a waning interested in civic participation is a reason for the decline in

interests in community leadership and urge more research. Other researchers also point to

a need for research in student "perceptions of the classroom environment, and the

relationship to achievement levels" (Rayneri, Gerber & Wiley, 2006, p. 115). Dobinson

(2001) suggested new research focus on student leadership in specific environments of

adolescents. Kamps et al. suggested research related to classroom participation, a part of

student leadership in classroom management. Posner (2004) identified a great need for

new research in student leadership. The author says, "Studies examining the impact of

various leadership development programs and classes.. .would assist greatly in

understanding just how leadership is developed" (p. 454). These suggestions for

contemporary researcher indicate that a study of student leadership as part of classroom

management and the effects on student achievement was necessary and relevant research.

31

Chapter 3: Research Methodology

Statement of the Research Problem

The objective of this study was to address research questions relating to student

leadership and classroom management. The researcher believed that students would

report higher grades and higher success in classes that included student leadership in





business productivity is directly linked to leadership there are few similar studies in



Research Questions

Current research illustrates the importance of student leadership, classroom

management, and student achievement. This study seeks to connect these concepts and

provide high school teachers with quantitative research to support student leadership as a

classroom management technique for improving student achievement.





Classroom management textbooks rarely include references to student leadership

(Kellough & Kellough, 1996; McLeod, 2003; Wong, 2004). Although many teachers

32

may already use some forms of student leadership within their classrooms, this study

validates those methods. Further, for teachers who disregard the use of students as leaders

within the classroom, this study illustrates the importance of including these methods as a

research based instructional tactic designed to improve student achievement. This study

contains the following hypotheses.

Hypothesis 1: Students will report success in classes using student leadership as

part of classroom management more often than in classes not using this technique.

Hypothesis 2: Students will earn higher grades in classes using student leadership

as part of classroom management than in classes not using this technique.

Current literature clearly illustrates a need for research of student leadership and

student achievement in secondary schools. This study helps identify the relationship

between student leadership in classroom management and student achievement by

building on existing findings of the importance of these factors in educational settings.

Research Method and Design

The researcher approached administrators at three districts: one rural, one small

city, and one metropolitan. These three schools selected from convenience had policies

allowing the administration to give permission for the students to participate in surveys.

The research was conducted in one phase at each of the three schools included. The study

included: one rural school; North Miami High School, one town school; Peru High

School, and one urban school; Kokomo High School. Participants were randomly

selected from the entire student population in grades 9-12. A random sample of 50

students from each school, for a total of 150, was asked to complete the survey. In total,

102 students participated in the survey. The survey instrument collected quantitative data.

33

A random sample of high school students provided 50 students from each school. Using

50 participants from each school allowed for some non-respondents while still ending

with a final participant number of larger than 100. A sample size of 100 is sufficient for a

large population (Alreck & Settle, 2007). A random sample increased the validity and

accuracy of the data collected (Gall, Gall, & Borg, 2007). The validity and accuracy of

data collected from a truly random sample is preferred over other methods. To conduct

this random sample a list of all current students at each school was used. A random

number generator was used to determine the first participant and then an Nth name

sampling procedure was used.

The researcher retained copies of written permission from each superintendent

involved in the study. Students at each school had an equal opportunity to be selected to

participate. The online survey clearly explained that students' participation was

completely voluntary and that there were no incentives to participate and no punishments

for declining. The students may have chosen to quit the survey and return to class at any

time they chose. Additionally, students were not asked to enter any specifically

identifying information, thereby ensuring their anonymity. Because student reported

grades have been shown to be reliable there was no need collect identifying information

(Smythe & Hess, 2005). At the conclusion of the data collection from participants at each

of the three schools the data was downloaded from the password-protected account on the

secure server to the researcher's computer.

Research Setting

The setting for this proposed study included students enrolled in public schools in

Indiana in grades 9-12. This total population, as of 2006, was 310,520

34

(SchoolDataDirect, 2008). These students were distributed in 252 high schools (Indiana

Department of Education, 2009). Three specific schools were included in this study. To

ensure a diverse and representative population in the sample, one metropolitan district,

one town district, and one rural district were used. The population in this study presented

some specific challenges. This was a large population with very specific demographics.

Different districts had different procedures for granting permission for research studies of

students. For these reasons a mixed approach was used. Schools that were included in the

study were from a convenience sample. When a random sample is difficult or impossible

to reach a convenience sample may be used (Alreck & Settle, 2004).

Participants

The population for this study was public school students in grades 9-12. Available

data from 2006 shows this population to be 310, 520 (SchoolDataDirect, 2008). For this

study the researcher approached administrators at three districts: one rural, one small city,

and one metropolitan. These three schools selected from convenience had school district

by laws and policies in place allowing the administration to give permission for the

students to participate in surveys. The superintendents at each district had discretion to

approve surveys that meet their districts' ethical guidelines without school board

approval. Including participants from a wide range of public school settings will allowed

comparisons between school sizes. This also widened the applicability of the results.

Once three district superintendents had given approval for the research to be

conducted the researcher contacted the school principals at each high school to arrange

for sampling and testing. The guidance department at each school was involved to

provide a complete listing of students in grades 9-12. A random sample increased the

35

validity and accuracy of the data collected (Gall, Gall, & Borg, 2007). The validity and

accuracy of data collected from a truly random sample is preferred over other methods.

To conduct this random sample a list of all current students at each school was used. A

random number generator was used to determine the first participant in each list. Then an

Nth name sampling procedure was used. The total number of students on each list

provided to the researcher was divided by 50 and that number was rounded to the closest

whole number. After locating the beginning name from the random number generator the

Nth name number was used to continue through the list. A random sample of high school

students identified 50 students from each school. Using 50 participants from each school

allowed for some non-respondents while still ending with a final participant number of

larger than 100.

The nature of the study did not require parental consent be obtained for students

under the age of 18. Parents were notified in advance through each school that a study

was going to be conducted and a random sample of students would be included. The

parents were provided with contact information if they chose to opt-out of participation.

Additionally, each school district had individualized requirements for obtaining

permission to survey students. The researcher preliminarily and informally spoke with

administrators at three schools meeting the criteria of this study. These administrators,

and their school board policies, indicated that the superintendent of each district has the

ability to approve surveys. The questions in the survey were not controversial or sensitive

and the researcher did not anticipate any significant problems obtaining permission to

conduct the study.

Of the 150 requested students, 102 participated. Of these participants 43.6% were

36

from the rural school, 38.6% were from the small town school, and 17.8% were from the

urban school. Males made up 45% of participants with the remaining 55% identifying as

females. Freshman accounted for 30.7%, sophomores for 26.7%, juniors for 22.8%, and

seniors made up 19.8% of the sample. This data is representative of the population.

Materials/Instruments

This study used the Student Leadership Survey. This survey instrument was

developed by the researcher. The construct validation process started with qualitative

inquiry and moved to quantitative inquiry. To begin, the researcher conducted informal

interviews with 21 students from a convenience sample. The researcher took notes on the

types of activities students identified as student leadership. Next, the researcher

conducted informal classroom observations in a variety of subject areas. The operational

definition of student leadership for this study says that student leaders "occupy positions

of responsibility in coordinating the activities of the members of a group in their task of

attaining a common goal" (Stogdill, 1974, p. 76). This definition was the framework used

to create a list of activities from these classes.

Next, the researcher conducted formal student interviews and the transcripts were

analyzed using Conceptual Analysis. Although somewhat subjective, the following steps

were taken to increase validity (Colorado State University, 2008). The level of analysis

was individual words, not phrases. An interactive set of categories allowed flexibility as

the transcripts were coded. Individual words were coded for frequency in these

interviews. Coders were permitted to generalize a great deal. Translation was acceptable

for slang or colloquial words. The primary task was to identify the number of positive or

negative words associated with using or not using student leadership as part of classroom

37

management. The secondary task was to identify types of student leadership activities

identified. Other words were deemed irrelevant. Coding was done by hand for these

interviews.

This data was used to create a preliminary written survey instrument. This

preliminary survey instrument was administered to a small convenience sample of 5

participants. Using paper copies of the survey each participant answered the

questionnaire and were encouraged to include qualitative information in the margins. At

the completions of the survey participants were informally asked to provide qualitative

feedback on the survey. Specifically, participants were asked to explain their

understanding of student leadership activities. This new data was used to create the

survey instrument used in the pilot study.

Before proceeding with the current study a pilot study was conducted to verify the

validity and accuracy of the instrument. The pilot study used a convenience sample of 10

students from the small town school. These students were asked by the researcher to

complete the survey online and then participate in a recorded focus group discussion of

the survey. The students completed the survey in the same format and setting as the

actual study. Students then participated in a group discussion led by the researcher. In this

discussion each question was read aloud and students were asked to comment and the

meaning, clarity, and understanding of the question. There were two identified

deficiencies in the pilot survey: one spelling error and one item that was unclear. Two

participants did not realize the second set of questions was referring to a different class.

All participants were asked how this could be stated more clearly. The students suggested

adding a separate page to the survey that clearly explains the next set of questions is

38

about a different class. This change was made, along with the spelling correction. No

other problems were identified. The participants articulated a clear understanding of the

survey questions as they related to the theoretical framework.

The final instrument began with three demographic questions. These questions

collected data regarding: school attended, grade level, and gender. The next set of

questions asked participants to consider a course they have taken that included high

levels of student leadership. Students were then asked to identify which subject area the

class best fits. This question helped ensure that students are focused on a specific class.

This increases the validity of the study. The survey then continued to collect data on

student feelings of interests, perception of student leadership activity frequency, feelings

of success, and final grade in that course. Next the survey instrument asked the

participants to consider a class they have taken that used little or no student leadership.

The same questions used in the previous section of the survey were asked again in

reference to the class that included little or no student leadership.

Paired-samples t tests were conducted to evaluate the construct validity of the 12

leadership items in the questionnaire. Construct validity demonstrated if there was a

significant difference between the two groups of classes for each item in the

questionnaire. The group of classes perceived to allow frequent student leadership and

participation was referred to as Group 1. The group of classes perceived to allow little or

no student leadership and participation was referred to as Group 2. Significant differences

between the two groups of classes were demonstrated for 9 of the 12 items in the

questionnaire. Students passed back papers, Students helped take attendance, Students

demonstrated something for the class, Students explained something for the class,

39

Students led discussion, Students worked in Groups, Students helped teacher with

equipment, Students worked with other students 1-on-l, and Other student participation

demonstrated significant results.

Internal consistency reliability and factor analyses were then conducted on the

nine items that were shown to discriminate between the two groups of classes.

Table 1. Paired-samples ?test comparisons of individual items

Question

Trade and grade homework Students collected papers Students passed back papers Students helped take attendance Students demonstrated something for class Students explained something for class Students led discussion Students worked in groups Students taught a lessson Students helped teacher with equipment Students worked with other students 1 on 1

Mean for class positively perceived 2.23

2.39

2.50

2.06

2.69

2.76

2.33

3.72

1.62

2.91

3.13

Mean for class negatively perceived 2.37

2.22

2.18

1.62

2.03

2.22

1.95

2.84

1.43

1.94

2.51

t value

t{99) = -.82

/(99) = 1.07

t(99) = 2M

<99) = 3.12

t(99) = 5.00

^(99) = 4.26

<99) = 2.51

/(97) = 6.18

r(98) = 1.65

/(99) = 6.56

f(98) = 4.90

Significance

p = A\

p = 29

/? = .04

p<m

/?<.001

£<.001

p = S\

p < .001

p = A0

/?<.001

/?<.001

Significant?

No

No

Yes

Yes

Yes

Yes

Yes

Yes

No

Yes

Yes

Other student 3.00 2.00 r(73) = 6.54 /X.001 Yes participation or

40

leadership

To demonstrate internal consistency reliability, each group of nine items was

analyzed for its alpha coefficient. Cronbach's alpha for Group 1 was .70. Cronbach's

alpha for Group 2 was .83. Additionally, a factor analysis was conducted to develop and

validate the variable constructs in the questionnaire. For Group 1, three components were

found with eigenvalues greater than 1. As there were no steep drops in the Scree plot

after the first factor, the questionnaire for Group 1 was analyzed in terms of three factors.

The three factors consisted of the following questionnaire items: Factor 1. Alpha = .62

Students helped take attendance and Students helped teacher with equipment; Factor 2.

Alpha = .68 Students passed back papers, Students demonstrated something for class,

Students explained something for class, and Students led discussions; Factor 3. Alpha =

.63 Students worked in groups, Students worked with other students 1 on 1, and Other

student participation or leadership.

Figure J. Scree plot indicating component analysis for Group 1, classes perceived positively in terms of student participation and leadership.

41

Scree Plot

Component Number

For Group 2, three components were found with eigenvalues greater than 1. A relatively

moderate drop was found in the Scree plot after the second factor. Analyzing the

questionnaire in terms of two factors produced the following: Factor 1. Alpha = .71

Students passed back papers and Students helped take attendance; Factor 2. Alpha = .75

Students demonstrated something for class, Students explained something for class,

Students led discussions, Students worked in groups, Students worked with other students

1-on-l, and Other student participation or leadership. The questionnaire item, students

helped teacher with equipment, loaded equally on both factors.

Figure 2. Scree plot indicating component analysis for Group 2, classes perceived negatively in terms of student participation and leadership.

42

Scree Plot

Factor Number

Because the evidence for more than one factor in either Group 1 or Group 2 is weak, the

scale is presented in terms of one factor for both Group 1 and Group 2, including 9 of the

12 items that were originally included in the questionnaire.

Procedures

This study used a questionnaire (see Appendix A) administered to a random

sample of high school students in districts chosen by convenience. The study was

administered online as every school has computer labs with Internet access. Because the

participants typically use the Internet in this setting the use of online questionnaires is

acceptable (Alreck & Settle, 2004). The guidance department at each school was

involved to provide a complete listing of students in grades 9-12. A random sample

43

increased the validity and accuracy of the data collected (Gall, Gall, & Borg, 2007). The

validity and accuracy of data collected from a truly random sample is preferred over other

methods. To conduct this random sample a list of all current students at each school was

used. A random number generator was used to determine the first participant in each list.

Then an Nth name sampling procedure was used. The total number of students on each

list provided to the researcher was divided by 50 and that number was rounded to the

closest whole number. After locating the beginning name from the random number

generator the Nth name number was used to continue through the list. A random sample

of high school students identified 50 students from each school. Using 50 participants

from each school allowed for some non-respondents while still ending with a final

participant number of larger than 100. The nature of the study did not require parental

consent be obtained for students under the age of 18. However, parents were notified in

advance through each school that a study was going to be conducted and a random

sample of students were be included. The parents were provided with contact information

if they chose to opt-out of participation.

Once a time and location were agreed upon by the school administration and

researcher the participants were notified of their selection for the survey via office pass.

These passes were filled out in advance by the researcher or school staff and were

delivered to the participants by typical building procedures. The researcher was present in

the computer lab and had the survey loaded to the beginning consent page for each

participant. The researcher secured the lab during the duration of the survey

implementation to ensure that only selected participants had access to the lab and that

participants were not assisted, coerced, distracted, et cetera. Participants signed in on a

44

sheet for school attendance purposes and then proceeded to a prepared computer to

complete the survey. The participants remained anonymous with regard to data collected.

The researcher maintained the sign in list of participants in a secure location for thirty

days for reference had the school required proof of a student's whereabouts. The survey

instrument did not ask any information that would identify a specific participant. The

survey software within SurveyMonkey did not record any identifying information from

the participants. The survey responses were maintained on a password-protected secure

computer server. The survey was designed by the author and underwent a pilot study to

ensure accuracy and validity.

The methodology for the pilot study included ten students from the town district

high school. Students were selected from a convenience sample. Participants completed

the survey in the same manner the final sample completed the survey. Immediately after

the conclusion of the survey the students participated in a group discussion. This

discussion was recorded. The researcher moderated the group. The questions for this pilot

study interview group asked students about clarity of questions, choices, and assumptions

of definitions of student leadership and classroom management. These responses were

used to make minor changes to the survey instrument before the commencement of the

quantitative survey of the larger sample.

Once the pilot study was completed the survey was adjusted to ensure high

validity and reliability. The author did not encounter significant issues with non

respondents. The incentive of leaving the classroom to complete this survey may have

been enough to ensure high numbers. One ethical concern is that students may have felt

pressured to participate because the survey happens within the structured school day.

45

This was addressed within the introductory pages of the survey to ensure students were

aware of their rights and options.

This survey was designed to collect quantitative data for analysis. The three

leading demographic questions helped determine the students' age, gender, and school

size. Questions 1-2, 6-7 helped determine knowledge of the issues. Awareness and

knowledge should be determined first before further data can be collected (Alreck &

Settle, 2004). This increased validity of responses. These questions ensured that the

student is focused on a specific class. All courses offered at the schools available for

sampling fit into one of these categories. Questions 2, 4, 7, and 9 used a Likert scale.

Using a Likert scale allowed data to be compared between participants. Likert scales are

powerful and accurate (Alreck & Settle). Questions 3 and 8 used a linear, numeric scale.

Using an equal interval scale allowed the data to be collected uniformly (Alreck & Settle,

2004). Question 10 used an implicit scale. This standard grading scale is part of the

culture of schools and is commonly understood by the participants. Using quantitative

research increased replicability through a highly structured methodology. Using a

sufficiently large sample size increased reliability. Errors in coding were mitigated by

using Internet based survey software that collects data for analysis. This eliminated the

process of reading, interpreting, and imputing data into data analysis software. These

methods increased validity of data. Students, however, had the opportunity to add

qualitative information at the end of this survey. Very few chose to do this. This

qualitative data was used to indicate areas of further research. This study assumed

students have had experiences in a variety of classrooms that use varied classroom

management techniques and that students were cognizant of these techniques.

46

At the conclusion of the data collection from participants at each of the three

schools the data was downloaded from the password-protected secure server to the

researcher's computer. The researcher's computer was not networked with other

computers and was taken offline during the data analysis process to ensure security of the

process. The data was electronically analyzed using SurveyMonkey and SPSS. Data was

first analyzed to determine frequency of demographics including school, gender, and

grade level. Data was then analyzed to determine the relationship between student

reported grades, student reported success, and student leadership in classes. The data was

also analyzed to determine if there is a relationship between the frequency of student

leadership and the subject area.

Methodological Assumptions, Limitation, and Delimitations

These research assumptions are an inherent part of the research design. Every

effort was made to ensure that results were reliable and valid. The researcher assumed

that all participants completing the quantitative survey were forthright and unbiased in

their responses. The researcher also assumed that every student has some level of active

or passive experience with student leadership as part of classroom management. Further,

the researcher assumed that students will have recognized student leadership in classroom

management when it was present.

Limitations existed within this study. The non-experimental nature of this study

did not allow the variables to be unequivocally linked. Time and geographic constraints

limited the participants to three high schools in northern Indiana. The data derived from

these participants may not be applicable to a larger audience. Further, this study only

accounted for student perceptions of student leadership as part of classroom management.

47

Some teachers may employ these methods in ways students are not directly aware.

Another primary limitation of this study was the ability of one researcher. One researcher

was clearly limited in the amount of time and resources that were available. A second and

related limitation is that of geography. The participants were geographically close to the

researcher's locale. This quantitative research study was conducted using student

participants from three public high schools in north central Indiana. The sample size of

100 was large enough to represent the population.

Ethical Assurances

The non-experimental nature of this study implies that there were very few ethical

concerns present. The subject matter was non-controversial and participants were at

minimal risk for choosing to reveal their answers to the questions within the survey.

Using a survey to collect quantitative data further mitigated the risk to participants.

Northcentral University required this research to be approved by the Internal Review

Board. Further, each individual school district had policies in place to review research

prior to student participation. The researcher retained copies of written permission from

each superintendent involved in the study. Students at each school had an equal

opportunity to be selected to participate. The online survey clearly explained that

students' participation was completely voluntary and that there were no incentives to

participate and no punishments for declining. The students may have chosen to quit the

survey and return to class at any time they chose. Additionally, students were not asked

to enter any specifically identifying information, thereby ensuring their anonymity. The

researcher's contact information was also available via the administration office for each

district.

48

Summary

No Child Left Behind (NCLB), Research Based Instruction, and similar initiatives

are increasing the need for teachers to use proven and effective methodologies for

teaching and managing classrooms (Hardman & Dawson, 2008). This study was designed

to investigate the relationship between a specific classroom management technique and

student achievement and to determine whether including student leadership in the

classroom management model has any effect on student reported success or grades.

Determining the effect of this specific technique allows teachers to consider the benefits

or drawbacks of using it in their own classroom. This study used a theoretical framework

based on the work of Li et al. (2007) and Dobinson (2001). The framework rests on the

premise that teachers that employ more student leadership within their classes can

increase student achievement.

49

Chapter 4: Findings

Overview

The findings in this chapter were derived from the Student Leadership survey

developed and piloted by the researcher. The research was conducted in one phase at

each of the three schools included. The study included: one rural school; North Miami

High School, one town school; Peru High School, and one urban school; Kokomo High

School. Participants were randomly selected from the entire student population in grades

9-12. A random sample of 50 students from each school, for a total of 150, was asked to

complete the survey. In total, 102 students participated in the survey. The survey

instrument collected quantitative data. This instrument was developed by the researcher

and pilot tested before implementation of the full study. This survey also included options

for the participants to explain further. Few participants chose to use these options and the

data collected from those responses will be used in discussion to support the quantitative

findings. The quantitative survey was designed to answer two research questions.

Question 1: Does using student leadership in classroom management alter students'

perceived success in that class? Question 2: Is there a relationship between the use of

student leadership in classroom management and student reported grades?

Findings

The survey instrument was delivered electronically through SurveyMonkey.

Overall, there were 102 participants representing three high schools; one rural school, one

town school, and one urban school. Analysis of the quantitative data was completed using

a Likert scale through the SurveyMonkey interface and SPSS. A cross tabulation was also

used determine if significant variances existed between the demographic groups. The

survey focused on three areas of data: demographic information, student perceptions of a

class with high levels of student leadership, and student perceptions of a class with low

levels of student leadership.

Demographic information was collected in the first three questions of the

instrument. Table 1 shows the first demographic questions revealed that of 102 total

participants 43.1% of responses came from the rural school, 38.2% of responses were

from the small town school, and the remaining 18.6 percent of responses came from the

urban school.

Table 1. School Attended

Which school do you attend?

Answer Options North Miami Jr/Sr High School Peru High School Kokomo High School

Response Frequency

43.1% 38.2% 18.6%

answered question skipped question

Response Count

44 39 19

102 0

The overall sample size meets the expectations of the researcher as outlined in Chapter 3.

The next two demographic questions focus on gender and grade level. This

information helps ensure the validity of the random sample and may be useful in deeper

analysis of the data. Of the 101 participants that completed this item 46, or 45.5%, were

male and 55, or 54.5%, were female, as demonstrated in Table 2. These totals are

acceptable for a random sample.

51

Table 2. Gender

What is your gender?

Answer Options Male Female

Response Frequency

45.5% 54.5%


Response Count

46 55

101 1

Table 3 indicates the grade level distribution of the participants. Freshmen made up

30.4%, sophomores 26.5%, juniors 23.5%, and seniors 19.6%. The variance between

grade levels is minimal and insignificant.

Table 3. Grade Level

What is your grade level?

Answer Options 9th/Freshman lOth/Sophomore llth/Junior 12th/Senior

Response Frequency

30.4% 26.5% 23.5% 19.6%


Response Count

31 27 24 20

102 0

Participants were asked to identify a class they have taken that included high

levels of student leadership. Figure 4 shows which subject areas student chose. Physical

education (22.5%) and Science (21.6%) were most frequently identified for including

student leadership and. Business (2%) and Industrial Technology (3.9%) were the least

frequently identified subjects for high levels of student leadership. There is a clear divide

in the types of courses most often identified as including frequent student leadership and

those rarely identified in this table.

52

Table 4. Subject with Frequent Leadership

Think of a high school class you have taken that included frequent student participation and student leadership. Which choice best describes the subject area of this class?

Answer Options English/Language Math Science History/Social Studies Business Fine Arts Family & Consumer Science Industrial Technology Physical Education

Response Frequency

18.6% 12.7% 21.6% 5.9% 2.0% 7.8% 4.9% 3.9%

22.5% answered question

skipped question

Response Count

19 13 22 6 2 8 5 4 23

102 0

Table 5 shows that 69.3% of students agreed or strongly agreed that they were interested

in the course with high levels of student leadership. Disagree or Strongly Disagree was

selected by 13 participants. Of the 101 respondents to this question, 18 indicated a

Neutral reaction to the statement of interest.

Table 5. Interest in Class with Frequent Leadership

Please make a selection to show how much you agree or disagree with this statement: I felt interested in this class.

Answer Options Strongly Disagree Disagree Neutral Agree Strongly Agree

Response Frequency

5.9% 6.9% 17.8% 46.5% 22.8%


Response Count

6 7 18 47 23

101 1

Participants were asked to identify the frequency with which specific student leadership

activities occurred in the class each student previously identified as including high levels

53

of student leadership. Table 6 shows the results.

Table 6. Occurrence of Activities in Class with Frequent Leadership

Please indicate how often each activity occurred in this class. If an activity happened daily, make a selection from the right. If an activity never happened, make a selection from the left.

Answer Options Trade & Grade Homework Students collected papers Students passed back papers Students helped take attendance Students demonstrated something for the class Students explained something for the class Students led discussion Students worked in groups Students taught a lesson Students helped the teacher with equipment Students worked with other students 1-on-l Other Student Participation or Leadership

Never 46 37 32

48

21

16

32 3

61

16

9

17

Rarely 16 22 20

24

21

23

27 10 25

23

15

10

Sometimes 22 17 23

13

35

35

26 23 10

32

40

27

Often 7 18 21

7

19

25

11 40 2

16

30

14

Daily 11 8 6

9

6

3

6 24 3

15

8

15

Response Count

102 102 102

101

102

102

102 100 101

102

102

83

Tables 7 and 8 show participants answers to feelings of success and grade

received in the identified class. When participants were asked to what degree they agreed

they felt successful, 82.2% agreed or strongly agreed. This strongly contrasts the 8.9% of

participants that indicated they disagreed with the sentence: I felt successful in this class.

Table 8 shows that 49% of participants received an A, 39.2% received a B, 2.9% received

a C, and 8.8% received a D or F in the class with high levels of student leadership. These

findings indicate that not all students reporting they received an A agreed they felt

successful. Overall, students reported high levels of interest and high grades in classes

identified as including frequent student leadership. These findings are significant and

help answer both research Question #1 and Question #2.

Table 7. Success in Class with Frequent Leadership

Please make a selection to show how much you agree or disagree with this statement: I felt successful in this class.


Response Frequency

1.0% 7.9% 8.9% 52.5% 29.7%


Response Count

1 8 9 53 30

101 1

Table 8. Grade in Class with Frequent Leadership

Which option best fits the grade you received in this class?

Answer Options A B C D F

Response Frequency

49.0% 39.2% 2.9% 7.8% 1.0%


Response Count

50 40 3 8 1

102 0

The survey then asked participants to think of class they have taken that included

little or no student leadership. The students were asked to identify the subject area of the

course. Figure 9 shows the participant responses. Math and English were identified by

56% of respondents as having little or no student leadership. Three of the four most

identified subjects were identical to those also identified as frequently using student

leadership. This is significant and will be discussed later in this chapter.

55

Figure 9. Subject with Infrequent Leadership

Think of a high school class you have taken that included little or no student participation or student leadership. Which choice best describes the subject area of this class?

Answer Options English/Language Math Science History/Social Studies Business Fine Arts Family & Consumer Science Industrial Technology Physical Education

Response Frequency

21.0% 34.0% 13.0% 16.0% 3.0% 7.0% 2.0% 3.0% 1.0%


Response Count

21 34 13 16 3 7 2 3 1

100 2

Table 10 demonstrates that 38.8% of participants disagreed with the statement: I

felt interested in this class. In contrast only 7.4% of students indicated they strongly

agreed with the same statement. These numbers show that students were significantly less

interested in classes they identified as including little or no student leadership.

Table 10. Interest in Class with Infrequent Leadership

Please make a selection to show how much you agree or disagree with this statement: I felt interested in this class.


Response Frequency

20.2% 18.1% 34.0% 20.2% 7.4%


Response Count

19 17 32 19 7

94 8

Table 11 shows student perceptions of frequency of student leadership and

56

participation in identified courses. These results show far less use of student leadership in

classroom management. Methods such as trade & grade homework, students collected

papers, and students worked in groups were nearly identical in frequency between classes

that did and did not include high levels of student leadership and participation. This

indicates that these methods may not be effective in increasing student success.

Table 11. Occurrence of Activities in Class with Infrequent Leadership

Please indicate how often each activity occurred in this class. If an activity happened daily, make a selection from the right. If an activity never happened, make a selection from the left.

Answer Options Trade & Grade Homework Students collected papers Students passed back papers Students helped take attendance Students demonstrated something for the class Students explained something for the class Students led discussion Students worked in groups Students taught a lesson Students helped the teacher with equipment Students worked with other students 1-on-l Other Student Participation or Leadership

Never 45 38 38

69

40

33

47 19 68

46

27

38

Rarely 11 25 22

12

28

30

24 19 24

28

21

15

Sometimes 21 21 26

7

23

22

21 29 6

14

33

12

Often 8 9 12

5

7

12

3 25 1

10

10

7

Daily 15 7 2

5

2

3

5 8 1

2

8

4

Response Count

100 100 100

98

100

100

100 100 100

100

99

76

Next, participants were asked how much they agreed with the statement: I felt

successful in this class. Figure 12 shows the student answers. Agree or strongly agree was

selected by 42.4% participants. Students indicated 27.3% of the time that they did not

agree. This difference of 15.1% is statistically significant as it varies from the expected

standard distribution (Alreck & Settle, 2004)

Table 12.

57

Success in Class with Infrequent Leadership

Please make a selection to show how much you agree or disagree with this statement: I felt successful in this class.


Response Frequency

12.1% 15.2% 30.3% 30.3% 12.1%


Response Count

12 15 30 30 12

99 3

The final item for participants asked them to indicate the grade they received in

the class with little or no student leadership. An A was received by 30%, a B by 31%, a C

by 26%, and 13% received a D or an F. Students felt much less successful and achieved

at a lower level in this class than in the class with high levels of student leadership.

Table 13. Grade in Class with Infrequent Leadership

Which option best fits the grade you received in this class?


Response Frequency

30.0% 31.0% 26.0% 7.0% 6.0%


Response Count

30 31 26 7 6

100 2

When you factor the 9 questions into 2 factors (leadership vs. participation) and

compare the means of the two kinds of classes, the results are: Leadership factor: mean

difference (on a Likert scale of 1 to 5) = .48, t{99) = 5.07,p < .001. Participation factor:

mean difference (on a Likert scale of 1 to 5) = .82, t(J\) = 7A0,p < .001. Combining the

two factors: mean difference (on a Likert scale of 1 to 5) = .66, /(71) = 7.31, p < .001.

58

This confirms the validation performed earlier at the individual item level (where

3 items were eliminated and 9 were retained). When items are combined, there remain

differences between Group 1 and Group 2 that are significant.

Paired samples t tests were conducted to compare school grades between the high

participation group and the low participation group (combining all 9 items into one

score). Differences were significant, ^(99) = 4.82, p < .001. Using standard GPA

measurements (A=4, B=3, C=2, D=l, F=0), mean grade for the high-participation class

was 3.29, or a B+, (standard deviation .90), and mean grade for the low participation

class was 2.72, or a B- (standard deviation 1.15).

For the low-participation classes, there were no significant differences in the

participation scores based on the type of classes, F(74) = .42, p = .64.

For the high-participation classes, differences between the types of classes were

significant, F(72) = 2.76, p = .01, partial eta squared (f) ) = .24, which is by convention

considered to be a large effect size. The most significant differences are with business,

where participation and leadership were significantly stronger than in the other classes,

and with history/social studies, where participation and leadership were significantly less

than in the other classes. Here are the differences:

Business vs. English/language: Business vs. Family & ConsumerSci: Business vs. Fine Arts: Business vs. History/SocSt: Business vs. Industrial Tech: Business vs. Math: Business vs. Physical Education: Business vs. Science:

p = .004 p = .003 /? = .013 p = .000 (present this asp < .001) p = .065 (not significant) p = .0l0 p = .003 p = .003

History/SocSt vs. Business: p = .000 (present this asp < .001) History/SocSt vs. English/language: p = .02l

59

History/SocSt vs. Family & ConsumerSci: p — .287 (not significant) History/SocSt vs. Fine Arts: p = .012 History/SocSt vs. Industrial Tech: p = .004 History/SocSt vs. Math: p = .005 History/SocSt vs. Physical Education: p = .027 History/SocSt vs. Science: p = .031

Significant differences were found in the level of interest in the two groups of classes.

Using a paired-samples t test, /(98) = 5.83,/? < .001, students found their high-

participation classes more interesting than their lower-participation classes.

Analysis and Evaluation of Findings

The findings are based on the survey data collected from 102 high school students

in three high schools in Indiana. The quantitative survey was designed to answer two

research questions. Question 1: Does using student leadership in classroom management

alter students' perceived success in that class? Question 2: Is there a relationship

between the use of student leadership in classroom management and student reported

grades?

The response rate per school district is inversely related to school population.

There response rates were: Kokomo High School, 38%; Peru High School, 78%; North

Miami High School, 88%. The researcher attributes this variance to school procedures.

The rural school had a very relaxed culture. The superintendent and high school principal

were the primary contacts and personally handled the details pertaining to this school.

The town-sized school had more procedural steps to gain access to participants. The

principal handled some details and a technology aid assisted. The urban school had the

largest student population. The researcher worked with the principal, the secretary, a

guidance secretary, and guidance counselor, and two technology aids. The researcher

60

concluded that more structured cultures may inversely affect participant response rate.

Table 4 and Table 9 show some of the same types of classes identified as

including both high and low amounts of student leadership. The researcher anticipated

that required classes such as English, math, science, and history may have more frequent

responses than elective classes such as Fine Arts and Industrial Technology. Every

student in high school takes these classes regardless of grade level, ability, or interest.

Courses in elective areas such as Fine Arts and Industrial Technology may rarely be

chosen because of the small percentage of students electing to take those courses.

Table 5 shows that 69.3% of students strongly agreed or somewhat agreed they

felt interested in the class with high levels of student leadership. This number stands in

stark contrast to the 27.6% that strongly agreed or somewhat agreed that they were

interested in the course that included little or no student leadership. This may indicate

that the use of student leadership in class increases student interest.

A cross tabulation of letter grades received is shown in Table 14. This table shows

that high levels of student leadership are indicative of higher grades when compared to

low levels of student leadership and grades.

Table 14. Cross Tabulation of Grades

Which option best fits the grade you received in this class? (low student leadership)


Which option best fit this class? (hig

A 18 16 11 2 2

B 10 13 15 2 0

s the grade you rec h student leadershi

C 1 0 0 1 1

D 1 2 0 2 2

eived in P)

F 0 0 0 0 1

Response Frequency

30.0% 31.0% 26.0% 7.0% 6.0%

Response Count

30 31 26 7 6

61

answered question \ 100

The findings of the survey indicate the inclusion student leadership as part of

classroom management increases student success over classes that utilize little or no

student leadership. Dobinson (2001) established that peer-to-peer interaction increases

student learning and retention. This study helps back those findings. Eshel and Kohavi

(2003) also found that student control plays an integral part in student success.

Participants indicated that in classes that include student leadership most often half of the

leadership activities were occurring often or daily. In evaluating student responses, 82.2%

of participants agreed or strongly agreed they felt successful in these classes. In contrast,

participants indicated that 83.3% of these student leadership activities occurred rarely or

never in classes that use little or no student leadership. In these classes only 32.4% of

students agreed or strongly agreed they felt successful.

Student success may also be measured using student reported grades.

Above average grades of A or B were reported by 88.2% of participants in classes that

used frequent student leadership. Only 61% of students reported above average grades in

classes that used little or no student leadership. The mean grade for the high-participation

class was 3.29, or a B+, while the mean grade for the low participation class was 2.72, or

a B-. The facility with which participants identified classes that included high levels of

student leadership shows that teachers are regularly using student focused models of

classroom management and instruction. These findings are in line with Gureasko-Moore,

DuPaul and White (2007).

Summary

62

Including student leadership in classroom management increases student success

and student grades. The results of this study indicate that certain student leadership

activities increase success with increased use. Student participation in such seemingly

innocuous leadership as collecting or passing out papers contributed to student success.

Students of both genders, in any grade level 9-12, and at rural, town, and urban schools

experienced increased interest, success, and grades as student leadership in classroom

management increased. Although no single method or frequency of student leadership in

classroom management has been shown to increase student success this study shows that

use of any leadership activity can help.

63

Chapter 5: Summary, Conclusions, Recommendations

Overview

Accountability in public schools across the nation is increasing the need for

educators to use new methods to increase student achievement (Hardman & Dawson,

2008). One recent area of focus has been the application of research-based instruction and

methods in the classroom. Chapter 2 highlighted recent research in the area of student

leadership in classroom management. Related research falls into three categories:

classroom management, student leadership in classroom management, and instructional

methods. Each of these topics has been shown to have some impact on student

achievement. An evaluation of current research demonstrates a clear gap in existing

knowledge. Only one other study directly links student leadership to classroom

management and student achievement.

Classroom management and student leadership have been neglected in recent

research (Posner, 2004). This study investigated the relationship between a specific

classroom management technique and student achievement. Current research in business

shows a relationship between leadership and business success (Northouse, 2007). Only

recently have schools started to consider shareholders and outcomes in a similar sense

(Hay & Dempster, 2004). Current research suggests that a study of student leadership as

part of classroom management and the effects on student achievement is necessary and

relevant research.

The researcher approached administrators at three districts: one rural, one small

city, and one metropolitan. These three schools selected from convenience had policies

allowing the administration to give permission for the students to participate in surveys.

64

A random sample of high school students identified 50 students from each school. Using

50 participants from each school allowed for some non-respondents while still ending

with a final participant number of larger than 100. A sample size of 100 is sufficient for a

large population (Alreck & Settle, 2007). A random sample increased the validity and

accuracy of the data collected (Gall, Gall, & Borg, 2007). The validity and accuracy of

data collected from a truly random sample is preferred over other methods. To conduct

this random sample a list of all current students at each school was used. A random

number generator was used to determine the first participant and then an Nth name

sampling procedure was used.

The objective of this study was to answer research questions relating to student

leadership and classroom management. Current research suggests that students would

report higher grades and higher success in classes that include student leadership in





business productivity is directly linked to leadership there are few similar studies in



The purpose of this study was to determine if a relationship exists between

student leadership as part of classroom management and student success. The results of

this study provide high school teachers with research based data related to increasing

student achievement. This quantitative study used an online survey to collect student

65

responses to questions regarding the use of student leadership in classroom management

and the students' grades and feelings of success in those classes. A random sample of

students was taken from three high schools of a convenience sample. The population

includes all high school students in grades 9-12. The geographic location of the sample

population was north central Indiana. Specifically, students were asked to recall a course

they had taken that included high levels of student leadership and respond to questions

about it. Then students were asked to consider a course they had taken that included little

or no student leadership and then respond to questions about that course.

The theoretical framework for this study is based on the work of Li et al. (2007)

and Dobinson (2001). The framework rests on the following idea: Teachers that employ

more student leadership within their classes can increase student achievement. Student

leadership can be part of classroom management without a specific developed curriculum

(Li et al.). This means that teachers do not need to study, develop, and implement a new

system for classroom management or instruction. Using peer-to-peer interaction in

instruction is much more effective than teacher-only instruction (Dobinson). Student

leadership is peer-to-peer interaction.

The survey was designed by the author and underwent a pilot study to ensure

accuracy and validity. Errors in coding were mitigated by using Internet based survey

software that collects data for analysis. This eliminated the process of reading,

interpreting, and inputting data into data analysis software. These methods increased

validity of data. At the conclusion of the data collection from participants at each of the

three schools the data was downloaded from the password-protected secure server to the

researcher's computer. The data was also analyzed to determine if there is a relationship

66

between the frequency of student leadership and the subject area.

The researcher retained copies of written permission from each superintendent

involved in the study. Students at each school had an equal opportunity to be selected to

participate. The online survey clearly explained that students' participation was

completely voluntary and that there were no incentives to participate and no punishments

for declining. The students may have chosen to quit the survey and return to class at any

time they chose. Additionally, students were not asked to enter any specifically

identifying information, thereby ensuring their anonymity.

The non-experimental nature of this study did not allow the variables to be

unequivocally linked. Time and geographic constraints limited the participants to three

high schools in northern Indiana. The data derived from these participants may not be

applicable to a larger audience. Further, this study only accounted for student perceptions

of student leadership as part of classroom management. Some teachers may employ these

methods in ways students are not directly aware. A second and related limitation is that of

geography. The participants were geographically close to the researcher's locale. This

quantitative research study was conducted using student participants from three public

high schools in north central Indiana.

The non-experimental nature of this study implies that there were very few ethical

concerns present. The subject matter was non-controversial and participants were at

minimal risk for choosing to reveal their answers to the questions within the survey.

Using a survey to collect quantitative data further mitigated the risk to participants.

Northcentral University required this research to be approved by the Internal Review

Board. Further, each individual school district had policies in place to review research

67

prior to student participation. The researcher retained copies of written permission from

each superintendent involved in the study. Students at each school had an equal

opportunity to be selected to participate. The online survey clearly explained that

students' participation was completely voluntary and that there were no incentives to

participate and no punishments for declining. The students may have chosen to quit the

survey and return to class at any time they chose. Additionally, students were not asked

to enter any specifically identifying information, thereby ensuring their anonymity. The

researcher's contact information was also available via the administration office for each

district.

Research Question #1: Does using student leadership in classroom management

alter students' perceived success in that class?

This question can be answered by comparing Table 7 with Table 12. Students

reported success in classes that included high levels of student leadership 82.2% of the

time. This is more than double the 32.3% of students reporting success in classes that

included little or no student leadership.



This question can be addressed by comparing Table 8 and Table 13. Students

reported above average grades in courses that included high levels of student leadership

90% of the time. Only 61% of students reported above average grades in classes that

included little or no student leadership.

Student perceptions of student leadership may not be accurate. Although research

has shown that student reported grades are accurate there is no empirical proof that

68

student perceptions of classroom management are consistent with reality. The schools

included in this study are from north-central Indiana. These physical limitations may

render the data inadequate for transference to other states or regions.

This research helps fill a void in current research. The importance of classroom

management has been well documented. The effects of leadership on productivity are

well founded in business but research falls short in applying leadership to classrooms and

education. The study builds on existing leadership research, classroom management

research, and peer-to-peer education research to give teachers practical and applicable

methodology to include in classroom management to increase student success.

Recommendations

The results of this study are in line with existing research and indicate clear

benefits of student leadership as part of classroom management. Teachers in any subject

area can increase their students' success by incorporating frequent student leadership into

their classroom management.

This study does not identify which student leadership activities are most effective

in increasing student achievement. There are indications that students were more

interested in and felt more successful when many methods were used with high

frequency. The researcher recommends that teachers include multiple methods of student

leadership as part of classroom management. Additionally, the researcher urges teachers

to use these daily when possible.

Future research is vital to expand on the findings of this study. The limited

geography and time constraints limits the applicability of the results. Further studies

could reveal which leadership methods have the most impact on student achievement. An

69

experimental study or qualitative study could delve deeply into student motivation,

learning style preferences, and other variables out of the researcher's control.

Specifically, further research could identify which methods of student leadership are most

effective in increasing student achievement and at what frequency these methods should

be included to maximize the benefits to students. Additional research may also include

teaching style, teacher leadership style, and learning styles of students.

Conclusions

The purpose of this study was to answer the following research questions relating

to student leadership and classroom management.

Research Questions:





The findings of this study indicate the including student leadership should be an

integral part of a teacher's classroom management. In evaluating student responses 83%

of participants agreed or strongly agreed they felt successful in these classes. Above

average grades of A or B were reported by 88.2% of participants in classes that used

frequent student leadership. Teachers in every subject can include methods of student

leadership in classroom management to increase student success and student grades.

70

References

Alreck, P., & Settle, R. (2004). The survey research handbook. Boston: McGraw-

Hill/Irwin.

Ardent, S., & Gregoire, M. (2006). Group work and leadership: Perception of FCS

students. Journal of Family and Consumer Sciences, 98, 32.

Arter, P. (2007). The positive alternative learning supports program: Collaborating to

improve student success. Teaching Exceptional Children, 40, 38.

Bergen, D. (2004). Caring for kids in communities: Using mentorship, peer support, &

student leadership programs in schools. Childhood Education, 80,165.

Buchs, C , Butera, F., & Mugny, G. (2004). Resource interdependence, student

interactions and performance in cooperative learning. Educational Psychology,

24, 291.

Chan, D. (2003). Leadership skills training for Chinese secondary students in Hong

Kong: Does training make a difference? Journal of Secondary Gifted Education,

14, 166.

Chapman, D., Toolsi-Worsnup, S., & Dyck, L. (2006). An Analysis of the Effects of

Student Leadreship in Schools. Unpublished paper, University of British

Columbia, Vancouver, British Columbia.

Colorado State University (2008). Content Analysis. Retrieved on July 23, 2008 from

http://vvriting.colostate.edu/guides/research/content/index.cfm

Dempster, N., & Lizzio, A. (2007). Student leadership: Necessary research. Australian

Journal of Education, 51, 176.

Dobinson, T. (2001). Do learners learn from classroom interaction and does the teacher

http://vvriting.colostate.edu/guides/research/content/index.cfm

71

have a role to play? Language Teaching Research, 5, 189.

Dunaway, J. (1987). Characteristics of successful high school choral programs. Choral

Journal, 28, 15.

Eshel, Y., & Kohavi, R. (2003). Perceived classroom control, self-regulated learning

strategies, and academic achievement. Educational Psychology, 23, 249.

Fencl, H., & Scheel, K. (2005) Engaging students. Journal of College Science Teaching,

5,20.

Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.

Gall, M., Gall, J., & Borg, W. (2007). Educational research: An introduction. Boston:

Pearson Education.

Garger, J., & Jacques, P. (2007). Self leadership and academic performance. Academic

Exchange, Summer, 230.

Gureasko-Moore, S., DuPaul, G., & White, G. (2007). Self-management of classroom

preparedness and homework: Effects on school functioning of adolescents with

attention deficit hyperactivity disorder. School Psychology Review, 36, 647.

Hardman, M., & Dawson, S. (2008). The impact of Federal Public Policy on curriculum

and instruction for students with disabilities in the general classroom. Preventing

School Failure, 52, 5-11. Retrieved July 9, 2008, from Research Library

database.

Hancock, D., (2004). Cooperative learning and peer orientation effects on motivation and

achievement. The Journal of Educational Research, 97, 159.

Hay, I., & Dempster, N. (2004). Leadership and learning. Unpublished paper, Gap State

High School, Brisbane.

72

Huang, F. (2008). The relation between teacher classroom management and student

depression. The Business Review, Cambridge, 11,270.

Indiana Department of Education. (2009). School Data. Retrieved from

http://mustang.doe.state.in.us/SEARCH/criteria2.cfm?stj^)e::=H&public==Public&e

nr=&locale=&county=&free=&istep=&minority=&lang=&math=&attend=&grad

=&schedule=&status=&gradespan=%2709-

12%27&expel=&model=&goal=&sip=&SubmitFoim=Submit&schools=— on

February 14, 2009.

Kamps, D., Arreaga-Mayer, C , Veerkamp, M, Utley, C, Tapia, Y., Bowman-Perrott, L.,

& Bannister, H. (2008). The efficacy of classwide peert tutoring in middle

schools. Education and Treatment of Children, 31, 119.

Kellough, N., & Kellough, R. (1996). Middle school teaching. Columbus, OH: Merrill.

Lagesten, C. (2007). Students as library leaders: Student team builds leadership skills

while helping to battle budget cuts. Teacher Librarian, 34, 45.

Li, Y., Anderson, R., Nguyen-Jahiel, K., Dong, T., Archodidou, A., Kim, I., Kuo, L.,

Clark, A., Wu, X., Jadallah, M., & Miller, B. (2007). Emergent leadership in

children's discussion groups. Cognition and Instruction, 25, 75.

Logue, C, Hutchens, T., & Hector, M. (2005). Student leadership: A phenomenological

exploration of postsecondary experiences. Journal of College Student

Development, 46, 393.

Magableh, A., & Hawamdeh, B. (2007). Accountability and discipline in classroom

management: Case study: Jarash-Jordan. College Student Journal, 41, 901.

Marzano, R., McNulty, B., & Waters, T. (2005). School leadership that works.

http://mustang.doe.state.in.us/SEARCH/criteria2.cfm?stj%5e)e::=H&public==Public&e

73

Alexandria, VA: Association for Supervision and Curriculum Development.

McLeod, J. (2003). Managing administrative tasks, transitions, and interruptions. Key

elements of classroom management: Managing time and space, student behavior,

and instructional strategies, Alexandria, VA: Association for Supervision &

Curriculum Development.

Northouse, P. (2007). Leadership: theory and practice. London: Sage.

Palumbo, A., & Sanacore, J. (2007). Classroom management: Help for the beginning

secondary school teacher. The Clearing House, Nov/Dec, 67.

Pearse, M. (2008). Why classroom management is so critical for band. Teaching Music,

15, 28.

Pianta, R., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. (2008). Classroom

effects on children's achievement trajectories in elementary school. American

Educational Research Journal, 45, 365.

Posner, G. (2004). A leadership development instrument for student: updated. Journal of

College Student Development, 45,443.

Rayneri, L, Gerber, B., & Wiley, L. (2006). The relationship between classroom

environment and the learning style preferences of gifted middle school students

and the impact on level of performance. The Gifted Child Quarterly, 50, 104.

SchoolDataDirect (2008). Indiana Public Schools. Retrieved from

<http ://www. schooldatadirect.org/app/location/q/stid= 15/llid= 111 /stllid=214/loci

d=15/catid=-l/secid=-l/compid=854/site=pes> on July 9, 2008.

Shell, D., Husman, J., Turner, J., Cliffel, D., Nath, I., & Sweany, N. (2005). The impact

of computer supported collaborative learning communities on high school

74

students' knowledge building, strategic learning, and perceptions of the

classroom. Journal of Educational Computing Research, 33, 327.

Shertzer, J., Wall, V., Frandsen, A., Guo, Y., Whalen, D., & Shelley, M. (2005). Four

dimensions of student leadership: What predicts students' attitudes toward

leadership development. College Student Affairs Journal, 25, 85.

Smythe, M., & Hess, J. (2005). Student observations of teachers: a caveat. Teaching

Professor, 19,2.

Stevens, M. (2007). Making groups work. College Teaching, 55, 88.

Stogdill, R. (1974). Handbook of leadership. New York: Free Press.

Thompson, M. (2006). Student leadership process development: An assessment of

contributing college resources. Journal of College Student Development, 47, 343.

Urban, H. (2007). The nuts and bolts of effective teaching: 10 things I learned about

promoting high standards in both academics and character and having fun in the

process. Journal of Research in Character Education, 5, 83.

Veerkamp, M, Kamps, D., & Cooper, L. (2007). The effects of classwide peer tutoring

on the reading achievement of urban middle school students. Education &

Treatment of Children, 30, 21.

Wong, H., & Wong, R. (2004). The first days of school. Singapore: Harry Wong

Publishing.

75

Appendix A

Thank you for logging in to complete this short questionnaire. This survey will ask you about student participation and student leadership in classes you have taken before. Your answers are important and will help teachers find better ways to teach. This survey is anonymous. You are not required to take this survey and you may quit and return to class at any time. Your principal and teachers will not see your individual answers. Please take your time and answer each question as completely and accurately as you can. There is no time limit.

Demographic Variables:

1. Which school do you attend? a. North Miami High School b. Peru High School c. Kokomo High School

2. What is your gender? a. Male b. Female

3. What is your grade level? a. ^/Freshman b. lO^/Sophomore c. ll^/Junior d. ^ /Sen io r

Questionnaire:

1. Think of a high school class you have taken that included frequent student participation and student leadership. Which choice best describes the subject area of this class?

a. English/Language b. Math c. Science d. History/Social Students e. Business f. Fine Arts g. Family & Consumer Science h. Industrial Technology i. Physical Education

2. Please pick a letter to show how much you agree or disagree with this statement: I felt interested in this class.

76

a. Strongly agree b. Agree c. Neutral d. Disagree e. Strongly disagree

3. Please indicate how often each activity occurred in this class. If an activity happened daily, pick a number from the right. If an activity never happened, pick a number from the left.

Never

Trade & Grade Homework Students collected papers Students passed back papers Students helped take attendance Students demonstrated something for the class Students explained something for the class Students led discussion Students worked in groups Students taught a lesson Students helped the teacher with equipment Students worked with other students 1-on-l Other Student Participation or leadership

If you chose "Other" please explain:

2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4

Daily

5 5 5 5 5 5 5 5 5 5 5 5

4. Please pick a letter to show how much you agree or disagree with this statement: I felt successful in this class.


Which option best fits the grade you received in this class? o A a. b c.

A B C

77

d. D e. F

6. Think of a high school class you have taken that included little or no student participation and student leadership. Which choice best describes the subject area of this class?

a. English/Language b. Math c. Science d. History/Social Students e. Business f. Fine Arts g. Family & Consumer Science h. Industrial Technology i. Physical Education

7. Please pick a letter to show how much you agree or disagree with this statement: I felt interested in this class.

f. Strongly agree g. Agree h. Neutral i. Disagree j . Strongly disagree

8. Please indicate how often each activity occurred in this class. If an activity happened daily, pick a number from the right. If an activity never happened, pick a number from the left.

Never Daily

Trade & Grade Homework Students collected papers Students passed back papers Students helped take attendance Students demonstrated something for the class Students explained something for the class Students led discussion Students worked in groups Students taught a lesson Students helped the teacher with equipment Students worked with other students 1-on-l Other Student Participation or leadership

1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2

3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5

78

If you chose "Other" please explain:

9. Please pick a letter to show how much you agree or disagree with this statement: I felt successful in this class.


10. Which option best fits the grade you received in this class? a. A b. B c. C d. D e. F

11. Additional Comments:

Thank you for completing this survey. Your answers are important and we appreciate your time.

79

Appendix B

Peru Community Schools

Administrative Center 35 W. Third St.

Peru, Indiana 46970 (765) 473-3081

Fax (765) 472-5129

January 30, 2009

Mr. Jason Gornto Teacher Peru High School

Jason:

Thank you for sharing your dissertation survey with me yesterday. You have ray permission to work with Principal Chuck Brimbury to administer your survey to Peru High School students.

As you mentioned in our meeting yesterday, it is important students understand the survey is voluntary and their responses will remain anonymous.

Good luck in completing your doctoral studies!.

Sincerely, /?

^—C Andrew T. Melin Superintendent

Appendix C

°«tc« * « *

KOKOMO-CENTER TOWNSHIP CONSOLIDATED SCHOOL CORPORATION

MR. CHRISTOPHER A. HIMSEL, SUPERINTENDENT chintsel @kokomiwchoois.com

Board of School Trustees

Joe Dunbar President

Jim Callane Vice President

Marsha Bowling Secretary

Cristi Brewer-Allen Trustee

Harold Canady Trustee

Wayne Luttrell Trustee

Karen Soabe Trustee

February 23, 2009

Mr. Jason Gornto Peru Community Schools Peru, IN 46970

Dear Jason,

It was nice meeting you the other day and learning about your dissertation study. Thanks for taking the time to answer my questions.

I approve the distribution of surveys to a select number of high school students per Board policy and IRB approval. Please work with the Kokomo High School principal, Dr. Doug Arnold, to finalize details for the data collection process.

Respectfully,

Christopher A. HirrtseJ Superintendent

kd

cc: Dr. Doug Arnold

100 W. LINCOLN ROAD, POB 2188 KOKOMO, IN 46904-2188 PHONE 765 455-8000 FAX 765 455-6851

Our mission is to provide s quality education for all students in a safe and secure environment.

81

Appendix D March 19, 2009

Reference: Jason S. Gornto

IRB: 2009-03-05-046

Dear Dr. Kelley Walters, Dissertation Chair:

On March 18, 2009, Northcentral University approved Jason's research project entitled, The Impact of Student Leadership in Classroom Management on Student Achievement.

IRB approval extends for a period of one year and will expire on March 17, 2010.

Please inform the NCU IRB when the project is completed.

Should the project require an extension, an application for an extension must be submitted within three months of the IRB expiration date.

In the interim, if there are any changes in the research protocol described in the proposal, a written change request describing the proposed changes must be submitted for approval.

Sincerely,

Dr. Chris Cozby

IRB Committee Chair

Northcentral University

82

Appendix E

Parents: Next week your student may be selected to take a short online survey about student leadership. This survey will be anonymous. If you do not want your son/daughter to participate in this survey please contact [email protected]

mailto:[email protected]