1. Engagement Strategies in Lower Achieving Students Alison Ambrogio School of Education Colorado State University Afternoon half-day kindergarten classroom at Ben Franklin Elementary—a charter school in Highlands Ranch, Colorado. The researcher acted as an instructional aid during center time in the classroom, and noticed lower achieving students in the class having difficulty remaining engaged during center activities. By using existing information and data on students’ academic achievement combined with teacher and researcher observation of engagement during center time, the researcher identified 3 students out of the class of 14 to examine during the current study. Examine how different engagement strategies, including extrinsic motivation, choice- making, and positive teacher-student interaction, impact lower achieving students’ engagement during center time in a kindergarten setting. Engagement strategies found to increase engagement during the present study would continue to be implemented with the students in the classroom to encourage continued increased engagement. Study Design Method: Observation Observation log (Figure 1.) Quantitative data Qualitative data Timeline: Four week study Week 1: Baseline observations Week 2: Extrinsic motivation Week 3: Choice-making Week 4: Positive student-teacher interaction Data Analysis Data were organized in a table and categorized according to strategy: baseline observations, extrinsic motivation, choice-making, and positive student-teacher interaction. Average displays of disengaged behaviors during the baseline observations and each engagement strategy were found for each participant and for the entire sample. Averages for each strategy were compared to the baseline data to gauge effectiveness of the strategy for each participant and for the entire sample. Baseline Observations Participant 1: Average of 8.3 disengaged behaviors Participant 2: Average of 6 disengaged behaviors Participant 3: Average of 7.3 disengaged behaviors Whole sample: Average of 7.2 disengaged behaviors Extrinsic Motivation Participant 1: Average of 5.7 disengaged behaviors Participant 2: Average of 4.3 disengaged behaviors Participant 3: Average of 4.7 disengaged behaviors Whole sample: Average of 4.9 disengaged behaviors All three participants showed decreased displays of disengaged behaviors. Choice-Making Participant 1: Average of 7 disengaged behaviors Participant 2: Average of 6 disengaged behaviors Participant 3: Average of 7 disengaged behaviors Whole sample: Average of 6.7 disengaged behaviors Two participants showed slight decreases in disengaged behaviors. One participant’s displays of disengaged behaviors remained unchanged. Positive Student-Teacher Interaction Participant 1: Average of 7.7 disengaged behaviors Participant 2: Average of 5.7 disengaged behaviors Participant 3: Average of 6.3 disengaged behaviors Whole sample: Average of 6.6 disengaged behaviors All three participants showed decreased displays of disengaged behaviors. The decrease in disengaged behaviors was lower than the decrease observed during sessions where extrinsic motivational strategies were utilized. Summary of Findings All three engagement strategies were found to decrease disengaged behaviors at a marginal level. Extrinsic motivation was found to be the most effective engagement strategy during the current study. Average displays of disengaged behaviors decreased the most significantly for all three participants when this strategy was utilized. Action Plan Extrinsic motivational strategies should continue to be implemented in the classroom to see if the trend of decreased disengaged behaviors continues. Frequent and consistent evaluation of the effectiveness of this strategy should be completed alongside implementation to determine if the strategy remains effective. Because limitations of this study included brief observation periods, next steps may include longer, more in-depth examination of particular engagement strategies. INTRODUCTION STUDY GOALS METHODS RESULTS LITERATURE REVIEW CONCLUSION Table 1. Participant 1Participant 2Participant 3Whole Sample Baseline Observation 8.3 6 7.3 7.2 Extrinsic Motivation Strategies 5.7 4.3 4.7 4.9 Choice-Making Strategies 7 6 7 6.7 Positive Teacher-Student Interaction Strategies 7.7 5.7 6.3 6.6 Average Displays of Disengaged Behavior by Intervention Engagement and Academic Achievement Through extensive research a consistent association between behavioral engagement and academic achievement has been established (Fredricks et al., 2004). Extrinsic Motivation Students who appear unmotivated may need help leading to eventual intrinsic motivation, and although this may be the ultimate goal, extrinsic motivation may be a useful tactic to initially engage reluctant learners (Wery & Thomson, 2013). Choice-Making Choice-making decreased problem behaviors and additionally increased positive academic aspects such as task completion (Morgan, 2006). Positive Student-Teacher Interaction Students who develop positive interactions and relationships with their teachers are more likely to follow directions, work autonomously, and are more behaviorally engaged (Archambault et al., 2013) Observer: Student: Date: Strategy Implemented: Directions: Tally any time student exhibits identified disengaged behaviors under the designated item. If student exhibits an unidentified disengaged behavior, include the new behavior under the “Other Disengaged Behaviors” section. Provide any additional notes or comments under the “Notes/Comments” section. Disengaged Behavior: Requires prompts to begin task/work right away Requires prompts to stay focused during task/work Engages in off topic conversation with peers Asks unrelated questions during task/work Refuses to attempt or complete task Fails to follow explicit instructions or directions Makes negative remarks/comments (example: “I don’t like this”, “I can’t do this”) Physically leaves work station (example: to go to the bathroom, to get water, to walk around room) Other Disengaged Behaviors: Notes/Comments: RESULTS Figure 2. Figure 1.