Data Analysis
Student Achievement
The graph to the left compares the means based on student achievement (grades) before and after the implementation of this action research study. After running a statistical t-test, the data shows that there was a difference in student achievement after the implementation of the action research. With a p-value less than .00001, the data shows that the implementation of this action research was statistically significant.
Data analysis- student achievement
Prior to the implementation of this action research, I noticed that students in all three of my classes had many missing assignments which resulted in students having lower grades and lower achievement in my class. Students had a mean score of 2.66 on their bellwork assignments which would be equivalent to a B or ‘approaching proficient.’ While this is generally an average I would be happy to see as a teacher, the bellwork questions were review questions and brainstorm questions to activate student learning. The data should have shown much higher means, but when students lost their bellwork sheets and they never got turned in, this resulted in a zero. After the implementation of this action research, the mean score rose to 3.38 which is a low A or ‘approaching advanced.’ Overall student grades on bellwork rose which increased overall achievement in their sixth-grade social studies class. Each class period had significant growth with the seventh period seeing the most significant growth. My seventh-period class had twelve students with IEPs (Individualized Education Plans) and this action research gave these students a more structured way to organize their assignments and be rewarded for their hard work in class.
Impact on students
Students were not immediately impacted after turning in their bellwork sheets. However, I updated the online grade book within two days. This allowed both students and parents to stay up to date on their Social Studies grade. Additionally, students received written feedback on their bellwork sheets to further enhance their understanding of the content covered in class. After the implementation of this action research, many students seemed more confident because of their improved grades. One student started raising his hand more frequently in class and interacted more with his peers during group work after seeing his grade increase by two letter grades.
Number of Missing Assignments
The graphs above shows the number of missing bellwork sheets per class period both before and after the implementation of this action research. The data shows how sixth-grade students reacted to a positive reward system for completing and turning in their bellwork assignments.
Data analysis- number of missing assignments
Prior to the implementation of this action research, each class was consistently missing between 15% - 45% of the bellwork assignments that needed to be turned in. Just after the implementation of the new bellwork system and the positive reinforcements, there was a drastic decrease in the number of missing assignments. The first week of implementation only two bellwork sheets that were not turned in from all three classes. My students were really excited about the new bellwork system and the stamps that they got every day. The ‘newness’ of the implementation was motivating students to turn in their bellwork sheets. The following bellwork sheets, due on 2/1 and 2/15, saw a slight increase in missing bellwork sheets. As some students were adjusting to the new system and trying to create a routine, we had four snow days and a conference break that broke this routine for many students. As I was monitoring the data during the study, I decided to review all of the expectations for the bellwork procedure for the bellwork sheet that was turned in on 2/27. I saw a vast improvement in my students’ bellwork routine, and the data also showed that there was a decrease in the number of missing bellwork assignments. Overall, prior to the implementation of the action research, there were a total of 78 missing bellwork assignments from all three classes. After the implementation of the action research, this number was cut in half with that data showing there were a total of 36 missing bellwork assignments from all three classes.
Impact on students
Collecting data regarding how many missing assignments each class had also helped me track students who had more than one missing assignment in a row. When this occurred, I was able to sit down with individual students and discuss how I could help them be more successful with turning in assignments. One of my students shared with me that they need more time to get used to the new routine, and they were struggling to keep track of the paper while learning the routine. I kept a folder in the back of the room for two weeks so that students could keep their bellwork sheet in the classroom, while learning and mastering the new routine. This accommodation ended up working really well for that student, while other students adapted to the new routine without this accommodation. Overall, learning organization skills and responsibility were key factors in this action research.
Anecdotal Reflection
The graph on the right shows the percentage of student responses when asked the question: “is the new bellwork system better, about the same, or worse for you?” The data shows how sixth-grade students responded to the implementation of the new bellwork system.
Data analysis- anecdotal reflection
After the implementation of the action research, students generally had a positive reaction to the new system. More than 60% of the students from each class believed that the new bellwork system, with simple steps and positive rewards, was better than the previous system. Less than 10% of each class said that both systems were about the same for them. Less than 30% of students from each class gave no response. Most of the students who gave no response were absent on the day the bellwork sheet was originally turned in and were not asked to provide an answer to the reflection question. No students reflected that the new bellwork system was worse. After students responded to the question, I asked them to explain why they selected: better, about the same, or worse. Students who said the new system was better for them explained that they liked that the new bellwork sheet was colored, instead of white. They also liked that their bellwork was pre-organized, meaning they didn’t have to set it up, and that they got stamps. Students who said the new bellwork system was about the same explained that they were still doing the same thing, just in a different style, and they already had their own organization system before the new system was introduced. After implementing the action research, students had a positive reaction to the new system and the data shows that most students preferred the new system to the old.
Impact on students
Using the reflection box on each of the bellwork sheets that were turned in not only gave me an opportunity to see what was working, but it also gave my students an opportunity to explore written reflection that was not related to Social Studies content. Every two weeks, when they were handed in, students responded to other statements like: ‘describe what your effort has looked like in class so far this year’ and ‘describe why learning organization skills in middle school can help you in the future’ This opportunity to reflect was rare in my classroom, prior to the implementation of this action research.
Triangulation
Looking at each data point individually does not give a full picture analysis of what all three of the data points show. After running the t-test, the data confirmed that organization strategies helped students turn in more assignments, resulting in higher grades. Comparing the mean scores that students received before and after the implementation of this action research shows academic improvement in every class period. The second data point showed the number of missing assignments decreased, which allowed for each class period to have a significant increase in their mean score on each bellwork sheet. The third data point showed that many of the students started turning in the bellwork sheet more often, because they reacted positively to the new system. The positive rewards system motivated many students to turn in more assignments resulting in an overall higher achievement in class and fewer missing assignments.
Research Practices
Overall, the data shows that with the implementation of this action research, students were able to learn new organizational strategies. This allowed students to decrease the number of missing assignments and increase their academic achievement. The data collection methods that were used fit naturally into class, because students had a routine to turn in assignments and have them graded in all of their classes. This made classroom interactions much easier because students had a specific routine to follow. The only part of the data collection that affected what students were doing in the classroom, was the implementation of reflection questions before turning in their bellwork sheets. When I interviewed one of the master teachers in a demographically similar school, they suggested that I only change the format, add positive reinforcement, and reteach routines. Keeping the implementation of this action research as natural as possible was beneficial for my student population, who appreciate smaller changes over substantial changes. This was also beneficial for my teaching because students were able to adjust smoothly and little time was taken from teaching.
There was a clear need for students to be introduced to organizational strategies, which they could utilize and practice before moving into further secondary education. Additionally, my CADRE associate assisted me along the way making sure that the daily bellwork questions were not just about my research. We worked together to create meaningful questions that sparked student excitement about each lesson. These questions asked students to brainstorm ideas, or asked students to recall information from a previous lesson. This whole experience allowed students to learn new organizational strategies and to engage with content in a new and engaging way.
Questions That Arose
How would student achievement increase if this strategy was introduced at the beginning of the school year?
The data was collected over eight weeks, but would it have been beneficial for students to have started this new system earlier in the school year?
Would students make the same amount of growth without the positive reinforcements (stamps and Paws Applause)?
There were two new elements introduced to the classroom, because of this action research: a new layout for the bellwork system and the positive reinforcement system. Would this action research have been effective without the positive reinforcements?
Did snow days affect students’ ability to learn the new bellwork system?
Many snow days caused students to miss school during the implementation of this action research. Did this affect the student's ability to learn the system? Did students lose assignments because of the long and irregular breaks?
