Engagement Strategy Results on Student Participation

Date of Award

Spring 5-11-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Erin Gillett


The purpose of this study was to measure the change in student participation when a Think, Pair, Share strategy is used with and without a preceding Quick Write activity. The study was carried out in an 11th-gradesocial studies classroom over a two-week period. Participation in the Think, Pair, Share was measured by tracking the discussion duration with video recording. The results of the study indicate that using a preceding Quick Write activity does not have an impact on increasing discussion duration. In fact, the researcher observed a discussion duration decrease for the majority of students who participated the study.

The results of this research inform the teaching practice of the researcher by suggesting a preceding Quick Write does not improve the effectiveness of a Think, Pair, Share. Some students indicated that they prefer a Quick Write before a Think, Pair, Share discussion. The researcher will continue to use both engagement strategies as a way to differentiate instruction.

Abstract only: No full text available.