On the Relationship between Student Participation in Classroom Discourse and Student Achievement
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| Year of publication | 2018 |
| Type | Appeared in Conference without Proceedings |
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| Description | The aim of this paper is to identify how student participation in classroom discourse is connected to student achievement at lower secondary schools (ISCED 2A) in the Czech Republic. We conducted a research investigation based on a sample of 32 school classes that participated in standardized testing of reading literacy carried out by the Czech School Inspectorate. The sample consists of 639 ninth-grade students (average age 15 years). We understand the results of students in the tests as an indicator of their achievement. In each of the classes involved, we conducted a structured observation of two literature lessons. We recorded the quantity and quality of student talk. An analysis of the data obtained shows that there is a positive relationship between student participation in classroom discourse and their achievement. This relationship applies to both the individual and classroom level. Students who speak and argue more in the lessons have better test results. Also, students in classes characterized by a higher degree of student talk and argumentation achieve better test results. The results obtained are an important contribution to the discussion on what constitutes quality teaching leading to good student achievement. They also have implications for thinking about how to enhance the chances of success for low achieving or disadvantaged students. |
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