Student Engagement Through Discussion and Debate

• In Event: 26.030 - An Innovative Social Justice Curriculum Through the Eyes of Students

Abstract

Research studies on student engagement suggest that highly engaged students will have higher achievement outcomes than their less engaged peers (Guthrie, Wigfield, & You, 2012). In our research using the Catalyzing Comprehension through Discussion and Debate (CCDD) Word Generation curriculum, we were interested in exploring the relevance of survey data from fourth grade students in urban schools as it indicates classroom engagement, and more specifically, what the students’ responses reveal about their interest in the unit topic as well as their desire to participate in classroom discussions.

As part of a larger reading comprehension and academic language project, this study examines student engagement in curricular topics that were designed to appeal to urban youth in upper elementary and middle school grades. The sample (n=415) includes fourth grade students from four urban school districts who read no more than two levels below grade level. We reviewed surveys completed by fourth grade students as well as surveys from their respective teachers from the 2012-2013 school year. We combined all survey responses from a unit and computed the average score and standard deviation. We then repeated the process for all Word Generation units. We analyzed the data for units from each school district and compared the average score of units across school districts. We further analyzed data by combining survey results from all school districts for each Word Generation units. In addition to our quantitative analysis of survey data, we qualitatively reviewed and coded comments from the students and their respective teachers for each Word Generation Units. The categories of students’ comments range from strong interest in the topic and high participation in classroom discussion to no interest in the topic and no interest in classroom participation. Our initial analysis indicates that, for each of the Word Generation units, students who scored a particular unit higher, on average, tended to express higher interest in the topic and higher participation in classroom discussion. Similarly students who scored a unit lower, on average, tended to express lower interest in the topic and limited or no participation in classroom discussion.

Findings from our study suggest that fourth grade student survey data from Word Generation units may reveal, in part, students’ level of interest in the topic and their desire to participate in classroom discussion. This study also suggests that the Word Generation offers age-appropriate and culturally relevant dilemmas in which to engage students in academic vocabulary lessons. Additionally, our findings have broader implications that suggest curricular topics should be (1) centered around a relevant and accessible dilemma for students, and (2) adjusted to reach the student demographic at hand. We also observed patterns that show a high correlation between student engagement and topics which require personal reflection. That students are highly engaged with topics that require personal reflection emphasizes students’ inclination to think about themselves, and starting there, curricula like Word Generation may encourage them to think about seeking their own justice and justice for their peers.

Authors

• Maung Nyeu, Harvard University

• Chelsea Santilli, Boston University