The study was implemented to determine if active student participation by using RC have an effect on the academic achievement of a Year 7 Science class. The evidence gathered for this study demonstrate a positive trend by showing a substantial improvement in the academic performance of the students during the RC intervention. There has been a +7% increase from around 67 % to around 80% in the class average from HR1 to RC respectively and drop of -12% from around 79% to around 67 % from RC to HR2 respectively consistent with the results of Gardner et al., (1994) & Narayan et al., (1990). This trend has been explained by Heward et al., (1996) who states that maximising the chances for students to respond is the most beneficial strategy that
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The most traditional and common active participation strategy being the hand raising has been criticised for passively engaging student and promoting exclusion. There appears to be a great need for studies investigating more active participation techniques to actively engage students and thereby improve their learning outcomes. For this reason, RC intervention was used as an instructional technique to improve student academic performance. The teaching intervention did substantially improve the learning outcomes of the students which was evident in the class average and also the test scores of lower ability and moderate ability students. Majority of the students also preferred RC over HR. this confirms that RC is an effective instructional and formative assessment tool that could be incorporated within the classroom practice for the betterment of the student learning. By conducting this study, I have come to an understanding that student engagement and active participation in the classroom is vital not just for their own learning but also for preventing the teacher burn out. Having seen the positive impact of RC on the student’s behaviour, engagement but more importantly their academic performance, I firmly believe that incorporating RC strategy as part of the instructional process would promote student …show more content…
The experimental design itself could be extended with an inclusion of another B intervention (ABA- ABAB) to collect more reliable and valid data on the long term effects of RC on student academic achievement. To negate the weaknesses of the present study and to improve the validity and the reliability of the data collected, future studies need to incorporate larger student samples and increase the number of sessions of each phase. Future studies could also investigate the effect of RC on ESL and Non-ESL students. Another recommendation would be to conduct similar research simultaneously in other content areas such as History or Geography and also in senior classes such as Year 11 or Year 12. Further replications of the study are essential to generalize the results to other disciplines and possibly different contexts as well. Student academic achievement was the only variable measured in the study and the impact of RC on the student behaviour and engagement was excluded, therefore, future studies could also replicate the study with students having problem behaviours to determine the effect of RC on their behaviour and engagement. Also since this research was conducted in a mainstream classroom with no kids having any sort of learning disabilities, future research could also focus on the impact of RC on students with mild, moderate and learning
The most traditional and common active participation strategy being the hand raising has been criticised for passively engaging student and promoting exclusion. There appears to be a great need for studies investigating more active participation techniques to actively engage students and thereby improve their learning outcomes. For this reason, RC intervention was used as an instructional technique to improve student academic performance. The teaching intervention did substantially improve the learning outcomes of the students which was evident in the class average and also the test scores of lower ability and moderate ability students. Majority of the students also preferred RC over HR. this confirms that RC is an effective instructional and formative assessment tool that could be incorporated within the classroom practice for the betterment of the student learning. By conducting this study, I have come to an understanding that student engagement and active participation in the classroom is vital not just for their own learning but also for preventing the teacher burn out. Having seen the positive impact of RC on the student’s behaviour, engagement but more importantly their academic performance, I firmly believe that incorporating RC strategy as part of the instructional process would promote student …show more content…
The experimental design itself could be extended with an inclusion of another B intervention (ABA- ABAB) to collect more reliable and valid data on the long term effects of RC on student academic achievement. To negate the weaknesses of the present study and to improve the validity and the reliability of the data collected, future studies need to incorporate larger student samples and increase the number of sessions of each phase. Future studies could also investigate the effect of RC on ESL and Non-ESL students. Another recommendation would be to conduct similar research simultaneously in other content areas such as History or Geography and also in senior classes such as Year 11 or Year 12. Further replications of the study are essential to generalize the results to other disciplines and possibly different contexts as well. Student academic achievement was the only variable measured in the study and the impact of RC on the student behaviour and engagement was excluded, therefore, future studies could also replicate the study with students having problem behaviours to determine the effect of RC on their behaviour and engagement. Also since this research was conducted in a mainstream classroom with no kids having any sort of learning disabilities, future research could also focus on the impact of RC on students with mild, moderate and learning