An intervention study of instructional methods and student engagement in large classes in Thailand

Leigh M. Tolley, Laurene Johnson, Tiffany A. Koszalka

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

This study compared instructional methods used and levels of student engagement in treatment (n= 4) and comparison (n= 4) classrooms of 40 or more students for two weeks in Thailand. Observations were conducted in all classrooms pre- and post-intervention. The treatment group received the intervention: a workshop focused on strategies to engage students more deeply in learning activities and in-class instructional coaching support. Analysis of pre- and post-intervention data showed improvements in student engagement in the treatment teachers' classes. Post-observations showed that treatment teachers used a greater variety of instructional methods, student groupings, student activities, and student-centered instructional methods than in pre-observations.

Original languageEnglish (US)
Pages (from-to)381-393
Number of pages13
JournalInternational Journal of Educational Research
Volume53
DOIs
StatePublished - Jun 4 2012

Keywords

  • Instructional strategies
  • Large class size
  • Student engagement
  • Teacher professional development

ASJC Scopus subject areas

  • Education

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