Jacob Johnston
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and keeping them on-task. After all, I can know the content inside and out
and present the content in an organized and clear manner, but if the
students are not paying attention and practicing, I have wasted my time.
After all, both attention and rehearsal are key components of learning.
produce any relevant articles through any database other than Academic Search Complete. I did
use EBSCOhost through Galileo to find peer-reviewed journal articles, but even it returned only
Ainley, M. (2006, December). Connecting with learning: Motivation, affect and cognition in
interest processes. Educational Psychology Review, 18(4), 391-405. Retrieved July 13,
This article looks at the literature about interest and how it affects behavior, especially on-task
behavior. Like the other articles dealing with student interest, the interest of a student in the
Cancio, E., West, R., & Young, K. (2004, Spring2004). Improving mathematics homework
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completion and accuracy of students with EBD through self-management and parent
This research used math as its topic and focused on homework instead of in-class work.
However, the article says that homework can be a tool to improve academic ability in a class and
some of the other articles referenced in this bibliography have mentioned the positive effect of
self-efficacy on on-task behavior. This article describes how training parents on how to guide
their children with homework to increase the students’ self-management. The techniques
Colvin, G., Flannery, K., Sugai, G., & Monegan, J. (2009, Winter2009). Using observational
data to provide performance feedback to teachers: A high school case study. Preventing
School Failure, 53(2), 95-104. Retrieved July 13, 2009, from Academic Search Complete
database.
This study focused on using feedback to high school teachers to improve their techniques to
increase on-task behavior in their classrooms. However, the article outlined what techniques the
teacher increased during the interventions that correlated with the increased on-task behavior.
The teacher behaviors that correlated to on-task student behaviors were assessment, questions,
Hawthorne, S. (2008, February). Students' beliefs about barriers to engagement with writing in
secondary school English: A focus group study. Australian Journal of Language &
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Literacy, 31(1), 30-42. Retrieved July 13, 2009, from Academic Search Complete
database.
This study looked at 28 tenth-graders in a New Zealand high school and found that the two main
factors of a student’s engagement in a task are a student’s interest in the topic and how relevant
the students believe the task to be. The study also found that reluctant writers tend to be more
influenced by the teacher, self-belief and their knowledge and skill factors than are students who
Morgan, P. (2006, May). Increasing task engagement using preference or choice-making: Some
Remedial & Special Education, 27(3), 176-187. Retrieved June 29, 2009, from Academic
This article looks at other research relevant to classroom behavior, including on-task behavior,
for high school students. After looking at 15 other papers, the authors found that both choice-
making and preference increased productivity and decreased problem behaviors, but that choice-
making seemed to provide less consistent results depending on the type of problem behaviors.
Also, several studies that controlled for preference had trouble finding any benefit of choice-
making at all.
Navarro, J., Marchena, E., Alcalde, C., Ruiz, G., Llorens, I., & Aguilar, M. (2003, December).
Improving attention behaviour in primary and secondary school children with a computer
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This study looked at how computer assisted instruction affected attention behavior, which is a
part of being on-task. The study compared students who used a computer program as part of their
instruction to students who either just played a video game or students who remained in a
traditional classroom setting. The study found that the experimental group, the group who
worked with the special instructional program, actually showed significant improvements in
attention behavior.
Seifert, E., & Beck Jr., J. (1984, September). Relationships between task time and learning gains
This article looks at the relationship between the time students spend on task and their
achievement. The study focused specifically on high school level instruction and found that the
lecture/discussion method lead to more time with students on task and that using seatwork as an
instructional tool had students spending the least time on task. This article has historical
significance in that it shows that on-task behavior does improve achievement as well as showing
Swinson, J., & Knight, R. (2007, September). Teacher verbal feedback directed towards
secondary pupils with challenging behaviour and its relationship to their behaviour.
Educational Psychology in Practice, 23(3), 241-255. Retrieved June 29, 2009, from
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This study looks at the effect of positive verbal feedback from teachers on on-task behavior in
problem students. Students that teachers identified as being more difficult to teach were observed
in classrooms. The study found that these problem students tended to receive more positive
feedback on their work than classmates, but also received more negative feedback on their
behavior than their classmates. The study found a positive correlation between the amount of
Umbreit, J., Lane, K., & Dejud, C. (2004, Winter2004). Improving classroom behavior by
modifying task difficulty: Effects of increasing the difficulty of too-easy tasks. Journal of
Positive Behavior Interventions, 6(1), 13-20. Retrieved July 13, 2009, from Academic
While this study does not deal with secondary students, it does offer evidence to support a
technique to increase on-task behaviors in reading. In this study, an often off-task 10-year-old
boy was able to be kept more on-task by providing him with more difficult lessons that kept his
interest. In the study, both the student and his teacher responded positively to the technique.
Cumulatively these studies suggest that a combination of student interest, making sure
the material is neither too easy nor too difficult, and using better pedagogical strategies can help
teachers increase the amount of time that students spend on task. The historical context source
(Seifert, 1984) shows that the teacher can be a factor in improving a student’s motivation and
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time spent on task and shows that seat work is an ineffective method of teaching because
students are less likely to spend time on task. By offering choice (Morgan, 2006) and designing
lessons to take into account the interest of the students (Hawthorne, 2008), I could potentially
improve the on-task behaviors of my students. However, it’s also important that the teacher look
at their own behaviors. Teachers need to make sure that their students have the prior knowledge
in order to feel comfortable enough with the material to stay on task. Similarly, when
assignments are too simple, the student’s attention may drift. It is also important for the teacher
to use effective techniques like questioning, discussion and positive feedback that keep the
students’ attention and help them know when they are on the right track (Colvin, Flannery,
Sugai, & Monegan, 2009). One suggestion, the computer assisted instruction (Navarro,
Marchena, Alcalde, Ruiz, Llorens, & Aguilar, 2003), may not be the most practical option. My
school has used this for its alternative school and still uses it for credit recovery after school
programs, the system is very expensive and the cost is based per student in the system.
On problem that I encountered, and one that I expected, is that much of the research in
education involves students at the middle school level or lower. I would like to see more research
in this area and others that focus specifically on secondary education. After all, high school
students are more like adults in their thinking and abilities than primary school students and the
structure of a high school is different than that students see in the lower grades. These factors
could easily affect what works and does not work for these students.