How vocal and silent forms of participation in combination relate to student achievement
| Authors | |
|---|---|
| Year of publication | 2023 |
| Type | Article in Periodical |
| Magazine / Source | INSTRUCTIONAL SCIENCE |
| MU Faculty or unit | |
| Citation | |
| Web | https://link.springer.com/article/10.1007/s11251-022-09609-1#citeas |
| Doi | http://dx.doi.org/10.1007/s11251-022-09609-1 |
| Keywords | classroom talk; behavioral engagement; student achievement; |
| Attached files | |
| Description | We adopted a person-oriented approach to identify patterns of how classroom talk and internal behavioral engagement are combined in students. The research was conducted on a sample of 639 ninth-grade students (32 classes). We measured the duration of classroom talk for each individual student during Czech language and language arts lessons. The students completed an inventory to determine their internal behavioral engagement. Student achievement was measured using the results from standardized reading literacy tests. We also inquired about the socioeconomic background of students. We identified five distinct participation profiles (eager, chatty, diligent, aloof, and disconnected) and analyzed whether the profiles could predict student achievement. We found that the profile with high talk and high internal behavioral engagement performed best, and the profile with low talk and low internal behavioral engagement performed worst. Analyzing inconsistent profiles, we found that internal behavioral engagement does not guarantee the student achievement when not accompanied by the talk. Our findings thus highlight the important role of classroom talk in relation to student learning. |
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