If They Talk More During Lessons, Will They Achieve Better? Unlocking the Reciprocal Relationship Between Student Verbal Participation and Achievement

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F24%3A00138879" target="_blank" >RIV/00216224:14210/24:00138879 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.phil.muni.cz/studia-paedagogica/article/view/40271/33916" target="_blank" >https://journals.phil.muni.cz/studia-paedagogica/article/view/40271/33916</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/SP2024-3-2" target="_blank" >10.5817/SP2024-3-2</a>

Jazyk výsledku

angličtina

Název v původním jazyce

If They Talk More During Lessons, Will They Achieve Better? Unlocking the Reciprocal Relationship Between Student Verbal Participation and Achievement

Popis výsledku v původním jazyce

This study investigates the relationship between student verbal participation and achievement in sixth-grade language arts. We conducted an intervention in six classes to enhance and equalize student talk while reducing individual disparities in participation. The design of the study involved measuring talk time and administering reading literacy tests before and after the intervention, with similar measurements in six control classrooms. The results indicated increased and more evenly distributed verbal participation in the intervention classrooms than in the control classrooms. However, no significant differences in student achievement were observed between the two groups. A path analysis examined the link between participation and achievement, confirming that verbal participation is a predictor of student success. The study suggests that the impact of increased verbal participation on achievement might be more pronounced over the long term, necessitating further research with delayed post-measurements to fully understand this relationship.

Název v anglickém jazyce

If They Talk More During Lessons, Will They Achieve Better? Unlocking the Reciprocal Relationship Between Student Verbal Participation and Achievement

Popis výsledku anglicky

This study investigates the relationship between student verbal participation and achievement in sixth-grade language arts. We conducted an intervention in six classes to enhance and equalize student talk while reducing individual disparities in participation. The design of the study involved measuring talk time and administering reading literacy tests before and after the intervention, with similar measurements in six control classrooms. The results indicated increased and more evenly distributed verbal participation in the intervention classrooms than in the control classrooms. However, no significant differences in student achievement were observed between the two groups. A path analysis examined the link between participation and achievement, confirming that verbal participation is a predictor of student success. The study suggests that the impact of increased verbal participation on achievement might be more pronounced over the long term, necessitating further research with delayed post-measurements to fully understand this relationship.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

Výsledek vznikl pri realizaci vícero projektů. Více informací v záložce Projekty.

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Studia Paedagogica

ISSN

1803-7437

e-ISSN

2336-4521

Svazek periodika

29

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

22

Strana od-do

30-51

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-86000325319