The purpose of this action research study is to see if the use of classroom openers has an effect on students’ attention and engagement throughout the lesson. Participants include sophomore and junior students who attend a 41-minute Honors Algebra II class every day. Two periods of 21 and 22 students will be looked at and analyzed. The classes will be videotaped to analyze the differences in student behavior and attention when the instructor goes straight into the lesson as well as when a classroom opener of “What’s my Function” is used. A post survey asking three questions will be administered at the end of the study.
Integrated Mathematics Education
Dr. Gabriel Matney
First Advisor Department
School of Teaching and Learning
Second Advisor Department
Mathematics and Statistics
Huot, Jessica, "The Effectiveness of Lesson Openers on Students' Engagement in Class" (2018). Honors Projects. 415.