Results of Study
Time on Task
Every day, for 20 days, the number of students on task during each station was observed. Data was collected in five minute intervals throughout all four rotations. The number of students on task was recorded as well as the total number of students present each day.
The data determined that, on average, each day, between 90% and 100% of students were on task during stations. There were two days, in the study, in which 100% of students were on task during stations.
Over the 20 days, there were only two days in which less than 90% of students were on task. It was difficult to determine why the level of engagement dropped on these two days. I was unable to find a direct link to any specific reasons as to why students were less engaged on these days.
This data is a great reflection of the level of impact that stations had on student engagement. I had hopes that stations would be a great solution to engaging students in math and helping my confidence in teaching math. I was pleasantly surprised to see how high student engagement became which definitely increased my own confidence and attitude toward teaching math.
Observations & Interviews
"I cant wait for math!"
"I love math. All of a sudden it turned fun!"
"It's my favorite part of the day, except recess!"
"I love math stations!"
-A writing journal topic asked students what their favorite part of fist grade is. One student responded with, "math because we do math stations."
Surveys
Pre & Post Surveys
Students were administered a survey intended to gauge students feelings towards math, specifically addition and subtraction. The initial goal of this action research study was to improve addition and subtraction scores, which is why these surveys were originally offered. However, the study morphed into action research on determining the affect of math stations on student engagement. After re-evaluating the surveys, I determined it would still be beneficial to survey students' feelings towards addition and subtraction since many of the station activities focused on computation skills. I believe that increased engagement correlates to an increased ability to perform basic math functions.
The surveys utilized a Likert scale to determine students' feelings. A total of sixteen students were surveyed at the beginning of the study. A total of fifteen students were surveyed at the end of the study, as one student moved in the middle of the action research study.
The results of the surveys show an overall increase in students' feelings of their abilities in solving addition and subtraction problems. The time on task data confirmed that students were highly engaged during math stations. I believe that this level of engagement caused a positive correlation with students' abilities to solve basic math facts. Through the use of stations, students were offered more means of daily practice with addition and subtraction in a way that was hands on and fun for students. The surveys showed that students' who felt they were good at solving addition problems increased 5% after implementing math stations. Students who felt they were good at solving subtraction problems increased 22% after implementing math stations.
Pre Survey Results
Post Survey Results
I am good at addition.
I am good at subtraction.
I like addition.
I like subtraction.
I am good at addition.
I am good at subtraction.
I like addition.
I like subtraction.
At the end of the study, students were surveyed about their overall feelings towards math stations and the strategies used throughout the stations. The most notable response was that of students' feelings towards math stations. A vast majority of students (14 out of 15 or 93.3%) answered that they enjoy math stations. Only one student indicated that they do not enjoy stations. I believe that the majority of positive responses were because of the level of engagement of students.
There are many possible reasons as to why one student responded that they do not like math stations. It is hard to know without follow up questions what the student disliked about math stations. It is possible that the student was not having a good day which was reflected in their survey response. It could also be that that student prefers a different style of learning. However, I am very satisfied with the overall positive response to the implementation of math stations.
Average Percent of Students on Task During Daily Math Stations
It was obvious that students' attitudes towards math and math stations were much more positive after implementing stations. Prior to this study, students often complained about math often expressing disinterest in the lessons. Many students were not engaged and easily distracted. Throughout the study, students began expressing an interest and excitement for math. Students looked forward to math and enjoyed working with their peers during the stations.
These are some student responses when asked about math stations and observations made during the action research study.
"Do we get to do stations today?!"
Additional Survey Findings
