Name: Viktor Bereziouk Instructor: Dr. Sharon O’Connor –Petruso Course: CBSE 7201 T Fall 2013

Abstract……………………………………………………………………………3 Problem……………………………………………………………………… Literature Review………………………………………………………………….5 Hypothesis…………………………………………………………………………6 Methods, Participants, Instruments…..…………………………………………….7 Threats to Internal Validity………………………………………………………....8 Threats to External Validity………………………………………………………...9 Data ……………..………………………………………………………..…… Pre-Test/Post -Test Results………………………………………………..……….11 Sample Questions from Questionnaire…………………………………………….12 Survey Results and Analysis………………………….…………………………...13 Discussion and Implications……………………………………………………….14 References…………………………………………………………………………15

Abstract This Action Research Project (ARP) aimed to explore the effects of Wiki assignments on student engagement and productivity. Ten fifth-grade students from a Title-1 public school were randomly selected and equally divided into two groups. Both groups received a pre-test assignment which involved completing a written assignment with pen and paper alone. The next stage of the ARP involved the experimental group completing an assignment on a computer and posting it on a Wiki page and a control group completing another assignment with pen and paper. The results show that student engagement and productivity was higher for the experimental group. The limitations of this ARP include a very small number of participants. Future ARP should investigate the effects of student engagement and productivity with a larger sample size.

Problem While observing students during a writing assignment, I’ve noticed they had trouble staying on task and producing much writing. I began to wonder how I could encourage my students to stay engaged and productive. Research into using Wiki to encourage student engagement and productivity suggests mixed results. This Action Research Project set out to investigate the effect of Wiki to encourage student engagement and productivity during writing.

Literature Review “Students reported that collaborative wiki writing increased their vocabulary, improved their grammar, and overall improved their writing.” (Woo, Chu, Ho, and Li (2011). “Increased student engagement in the writing and discussion of their projects.” (Pifare and Fisher (2011).

Hypothesis 1. I expect student engagement to increase. 2. I expect student productivity to increase.

Methods, Participants, Instruments Methods Quasi-Experimental Design. 10 participants are randomly selected and split into two groups. Pre-Test (O) will be administered to both groups (X1,X2). The experimental group (X2) will receive the treatment (X) and both groups will receive the Post-Test (O) to determine the experiment’s success. The symbolic design :OX1X2-XO. Participants 10 fifth graders from Title-1 public school in Brooklyn, NY Instruments Demographics survey Grading rubric

History: Unforeseen events/ teacher or students absence. Maturation: I don’t think the students would lose interest in this experiment because they will know that they are in an experiment and that would keep them excited to keep interest. Selection Maturation Interaction: My participant will not have different maturation rates. They are from the same class. Instrumentation: Instrumentation would not be changed and I do not see any conflict.

Ecological Validity: Because my sample size will be small they cannot be generalized. However, if the treatment is successful, the study can be reproduced with a larger sample. Selection-Treatment Interaction: Participants may be placed in groups. For instance, the purpose of this study is to see if students can work better in a group completing an assignment on a Wiki page. Some students may be more willing to work and others may not. I would want to include those who do not like to work into a group with those who do and see if their attitude towards work changes. Reactive Arrangements/Participants Effects: With regards to the Novelty Effect, I believe that the group which will do an assignment of the Wiki page will feel excited and more willing to complete a Wiki assignment than a traditional way.

Pre/Post-Test results Students Survey

Pre-Post Test Results Average Median Mode4055 Range5935 StudentsPre-TestPost-Test

Conclusion Limitations Future Focus Small sample size Not generalizable Larger sample size

O’Connor-Petrusso, O. (2013). Descriptive Statistic Threats to Validity [PowerPoint slides]. Retrieved from