An Exploration of Off-Task Behavior in Small Learning Groups

• In Event: Student Coregulation in Small-Group Learning

Abstract

Introduction
In most classroom learning experiences, teachers are the center of activity. Slavin (1983) argues that this traditional structure decreases active student participation. One alternative is cooperative learning, a task structure that is argued to increase student engagement and achievement (Gillies, 2007). Gillies (2007) asserts that “there is no doubt that when students work cooperatively together, they… work to construct new understandings and learning” (p. 2). Although this may be true in some cases, it might not occur in every scenario because the “essential ingredient” of cooperative behavior is students’ willingness and attempts to jointly structure the task and collectively pursue group goals (Slavin, 1983, p. 4).
Due to the role that student behavior plays in facilitating effective group work, studying the process of cooperative learning seems essential. Although it is important to understand on-task happenings in small-learning groups, it is also necessary to explore off-task happenings. A review of the literature suggests that, with few exceptions (e.g., Dyson, 1987), there is limited research on students’ off-task behavior, especially pertaining to cooperative learning. However, research in this area may help to determine whether certain contexts or tasks are more appropriate for cooperative groups. Therefore, the purpose of this paper is to explore students’ off-task behavior in small-learning groups, particularly in mathematics.
Method
Data from four small-learning groups in each of six fraction lessons (two each in concept development, problem-solving, and estimation) were coded using the Group Behavior Checklist ([GBC], Vega & McCaslin, 2010; McCaslin et al., 2011). Of particular interest in this paper is the proportion of off-task behavior that students exhibit.
In order to analyze data, the proportions of intervals with off-task behavior (i.e., the number of off-task intervals divided by the total number of intervals) were used and expressed as percentages. This method allowed the data to be examined overall and to be compared descriptively.
Results
Results indicated that out of 745 intervals coded, 365 intervals (49%) included off-task behavior. Groups 1, 2, and 4 were off-task 59.33%, 59.46%, and 59.85% of the time, respectively. Comparatively, Group 3 was off-task 26.7% of the time. Therefore, with the exception of Group 3, groups were off-task approximately 59% of the time, regardless of the length of time needed to complete tasks.
An analysis of off-task behavior by lesson topic indicated that off-task behavior occurred 59.32% of the time in problem-solving tasks. In contrast, procedural and conceptual tasks included 39.94% and 39.64% off-task behavior, respectively. Although procedural and conceptual tasks included purely math-based problems, problem-solving tasks involved food-based problems. Transcriptions are analyzed, exploring how problem-solving tasks presented additional distractions to students.
Despite group differences and potential curricular implications, off-task behavior appeared to have no relationship with achievement. Overall average correctness for worksheets varied between groups regardless of similar off-task behaviors: 54.17% (Group 1), 90.60% (Group 2), 84.67% (Group 3), and 80.80% (Group 4) correctness. Therefore, small-learning group effectiveness may be determined by variables other than off-task behavior, such as affect, dynamics, leadership or composition.

Authors

• Christine Nicole Calderon, The University of Arizona

• Erin Elizabeth Anderson, University of Arizona

• Lauren Ballard, The University of Arizona

• Angela M. Labistre, The University of Arizona, Tucson, AZ

• Ruby Inez Vega, The University of Arizona

• Mary M. McCaslin, The University of Arizona