Student oral participation and silent behavioral engagement
| Authors | |
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| Year of publication | 2021 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | We adopted a person-oriented approach to identify patterns of how classroom talk and silent behavioral engagement is combined in students. The research was conducted on a sample of 639 ninth-grade students (32 classes). We measured the duration of classroom talk for each individual student during classes. The students also completed an inventory to determine their internal (silent) behavioral engagement. The students’ achievement was measured by means of the results from standardized reading literacy tests conducted by the Czech School Inspectorate (CSI). We also inquired about the socioeconomic background of students. We identified five distinctive participation profiles and analyzed whether profile membership can predict student achievement. We found the profile with high talk and high engagement to perform best and the profile with low talk and low engagement to perform worst. Analyzing inconsistent profiles, we detected classroom talk to be the more decisive factor for student achievement than silent behavioral engagement. Our findings thus highlight the important role of classroom talk in relation to student learning. |
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