Improving student engagement and achievement: Making “Daily Oral Language” relevant to students’ lives
This collaborative action research study examined whether student engagement and achievement could be increased with an intervention using popular music in “Daily Oral Language” grammar mini-lessons. Participants included 15 seventh-grade students in an urban language arts classroom in the southeastern United States. Data were analyzed from pre- and post-intervention student questionnaires and weekly quiz scores. Findings indicate significantly improved levels of student engagement and achievement when compared to pre-intervention data.
Young, L., Stairs, A. J., & Groenke, S. L. (2008). Improving student engagement and achievement: Making “Daily Oral Language” relevant to students’ lives. TAMS Journal, 38, 6-20.