Chapter 4 of "Exploring the Relationship Between Social-Emotional Competencies and Student Outcomes in Online Learning Environments"
Author: Sarah K. Teeple
Chapter Four
Results
The investigator collected both narrative and survey data to clarify the complex ways in which students function as adaptive learners in online classrooms. Multiple means of data collection and analysis were used to bolster the reliability and validity of the evidence used to answer the guiding questions and ultimately help make recommendations for future areas of study and practice in the field of remote learning. While the Habits of Mind Rating Scale used in this study has a smaller body of evidence to support its external validity, efforts were made by the researcher to improve validity through the inclusion of related constructs, or Habits, and to improve reliability by triangulating the mean scores of the students, parents, and teachers before determining the grouping factor (Muscott, 2018). Arbaugh et al. (2008) have reported construct and external validity of the Social Presence Questionnaire in its original form, and internal reliability and consistency of items are supported by a Cronbach’s alpha of 0.91 for the Social Presence dimension.
The validity and reliability of the present study is limited by the small sample size and the use of revised instrumentation that is appropriate for intermediate learners, but the researcher has attempted to mitigate these threats to validity and reliability by using interview responses to support the quantitative data and by selecting statistical analyses (MANOVA and ANOVA) that are less likely to result in a Type I error. Also, the data used for the MANOVA largely satisfied conditions for normality of groupings and equality of variances, thus supporting the appropriateness of the statistical tests applied to the data sets.
Research Guiding Questions
- To what extent do social and emotional competencies predict online social presence and student performance?
- How do social and emotional competencies manifest in fully online learning environments?
- How are adaptive student behaviors and attitudes reinforced and modeled through remote instruction?
Demographic Data
In the 2020-2021 school year, the district of study offered hybrid and fully remote learning options as alternatives to traditional instruction due to the COVID-19 pandemic. Parents of elementary students had the choice to enroll their students in fully in-person, hybrid, or fully remote learning for the entire school year. The fully remote classes were conducted synchronously each day via Zoom, with asynchronous and independent work submitted daily through two learning management systems: Seesaw and Google Classroom. The 17 fifth grade student participants in this study were recruited from the population of approximately 120 fully remote learners from across the seven elementary schools in the district of study. Due to enrollment and staffing, the 120 students comprised six classes staffed by six certified teachers. Some of the classes consisted of virtual students from more than one physical elementary school building. The sample set initially included 19 students, but two student data sets were omitted due to missing data points. All requested data points were submitted for the 17 students who comprised the final sample. The sample students were surveyed regarding their own perceptions of their social and emotional competencies using the 18-question Habits of Mind rating scale. To provide a more robust and reliable assessment of the students’ adaptive work attitudes and behaviors, a parent or legal guardian and the students’ teacher of record also completed the Habits of Mind rating scale for each student. The three scores were then averaged, so each student received a mean Habits of Mind score to use in determining the grouping factor. The students were also asked to rate their perceptions of social presence using the corresponding nine question adapted subsection of the Community of Inquiry questionnaire. Seven students and their parents were selected to participate in semi-structured interviews regarding their perceptions of the ways in which the Habits of Mind help them as online learners. Additionally, out of the population of six virtual 5th grade teachers, three were selected for semi-structured interviews.
Organization of Data for Analysis
Survey data was collected electronically using Google forms, and interview data was transcribed by the researcher. Survey data was collated by student name and then anonymized by removing any identifying student information from the data set before analysis using JASP. The narrative data was initially coded by applying deductive framework analysis using labels from the Habits of Mind. Subsequently, the researcher coded for additional themes and commonalities in the narrative responses using content analysis. The researcher reviewed each transcript in its entirety and applied inductive analysis to code for emerging themes beyond the Habits of Mind. Transcripts were initially reviewed and tagged, with categorization of response tags occurring in follow-up analyses.
Research Guiding Question 1: To what extent do social and emotional competencies
predict online social presence and student performance?
The mean scores for the Habits of Mind Rating Scale was the determining factor in the grouping of students for the quantitative analyses. Students in the intuitive group, Group 1 (N=12), were those students who received a mean score of 54 points or higher, thus appearing to intuitively exhibit proficiency or above in their demonstration of the Habits of Mind being examined in this study. Students in the non-intuitive group, Group 2 (N=5), were those students with a mean score below 54 points.
Paired sample t-tests were run to identify any significant differences in student self-scored ratings compared to teacher and parent ratings. Paired sample t-tests were also run to compare self, teacher, and parent ratings to the average ratings. The student scores across all groups (M=61.61, SD=8.08) were significantly higher than the parent scores (M=58.11, SD=7.31), p=0.01, with a strong effect size (d=0.70). While the student scores (M=61.61, SD=8.08) were also higher than the teacher scores (M=57.64, SD=13.27), they weren’t significantly different, p>.05, although there was a moderate effect size (d=0.38).
There was neither a significant difference (p>.05) between the parent scores and the teacher scores, nor was there a large effect size (d=0.04). Differences in the mean scores are illustrated in Table 4.1 and in Figures 4.1 through 4.3. It can be observed that even though there are not statistically significant differences in self scores and teacher scores, students rated themselves higher than their teachers. Teachers and parents, however, submitted relatively similar ratings for their students, with the parents submitting slightly higher scores than the teachers.
Table 4.1
Figure 4.1
Figure 4.2
Figure 4.3
Paired samples t-tests were also used to compare student self scores, parent scores, and teacher scores to the average scores, as shown in Table 4.2 and Figures 4.4 through 4.6. Student self scores were significantly higher than the average scores (p<.05), with a moderate effect size (d=0.59). There was no significant difference between the parent scores and the average scores (p>.05) and there was no significant difference between the
teacher scores and the average scores (p>.05). While teacher scores and parent scores appear to be below the average score for the students, their scores were not significantly different, thereby bolstering the reliability of the triangulated mean Habits of Mind scores.
Table 4.2
Figure 4.4
Figure 4.5
Figure 4.6
Descriptive statistics were then run for the dependent variables. For the social presence measure, students were asked to rate the extent to which they agreed or disagreed with a series of nine statements on a five-point scale. The intuitive group averaged higher scores (M=38.45, SD=5.54) ranging from 27 to 45 points out of a maximum of 54 points than the non-intuitive group (M=35.90, SD=2.40), ranging from 33 to 39 points. Post-hoc t-tests did not reveal a significant difference (p>.05) between the mean scores of the perceptions of social presence between the two groups. For most of the items, respondents expressed agreement or strong agreement, a few statements garnered some neutral responses, and only one statement elicited disagreement or strong disagreement from respondents.
When asked to identify to what extent they agreed with the statement that they felt like they belonged in their online class, six out of the 17 respondents indicated that they strongly agreed, ten respondents indicated that they agreed with the statement, and one respondent was neutral, as illustrated in Figure 4.7. No respondents expressed disagreement or strong disagreement with a feeling of belonging in class. This indicates that despite being in a fully remote classroom, students are still able to feel a sense of connection and belonging in a virtual setting.
Figure 4.7
Figure 4.8 shows the number of students who felt like they got to know their virtual peers. All students either strongly agreed (N=9) or agreed (N=8) with the statement that they felt like they got to know their classmates online. There were no students who expressed disagreement with this statement.
Figure 4.8
Participants were also asked to rate their comfort level communicating online, as shown in Figure 4.9. Most students expressed strong agreement (N=9) with the statement “I feel comfortable talking online”, while five students expressed agreement with the statement and an additional five students were neutral about their comfort level with online communication.
Figure 4.9
A similarly worded statement asked students to identify their agreement with the sentence “I feel comfortable participating in online discussions.” Their responses are illustrated in Figure 4.10. Four respondents were neutral, with the rest expressing strong agreement (N=9), agreement (N=5), or a combination of the two (N=1).
Figure 4.10
While respondents have expressed mostly agreement with their comfort in online communication, they have also expressed agreement in their perception of feeling understood by their classmates online, depicted in Figure 4.11. The majority of respondents (N=11) agreed with the statement “I feel like my classmates understand my point of view”, while four respondents expressed strong agreement and two respondents were neutral.
Figure 4.11
In addition to the majority of respondents expressing agreement feeling able to communicate with and be understood by classmates online, the majority of students responded with strong agreement (N=9) or agreement (N=6) when asked to what extent that they agree with the statement “I am able to work together with my classmates online.” One respondent was neutral, and one respondent indicated feeling neutral or agreeing with the statement. As depicted in Figure 4.12, most respondents felt like they were able to work with their peers in a virtual setting.
Figure 4.12
The statement with the greatest variability in responses was regarding the extent to which respondents feel that communicating online is a good way to socially interact with others, the responses to which are illustrated in Figure 4.13. Only about half of the respondents expressed some form of agreement with this statement. Four respondents strongly agreed, and five respondents agreed that online communication is a good form of social interaction based on their experiences in remote learning. Five respondents were neutral, while one respondent disagreed, and two expressed strong disagreement.
Figure 4.13
With the exception of the item on the social presence questionnaire regarding social interaction, most of the responses were either positive or neutral regarding perceptions of communication and connection in an online classroom. A quantitative analysis of social presence as a dependent variable was later conducted following the application of descriptive statistics.
A multivariate analysis of variance (MANOVA) was run to test for the differences in social presence and writing score means for the intuitive and non-intuitive groups. The overall multivariate test was significant for social-emotional grouping, Pillai’s Trace =.03, as shown in Table 4.3, indicating that the grouping factor (proficiency with Habits of Mind social-emotional skills and attitudes) has a significant impact on one or both of the dependent variables (social presence scores and student achievement as measured by a summative writing score).
Table 4.3
Tests for normality and equal variances yielded mostly non-significant results, illustrated in Tables 4.4 and 4.5. The MANOVA satisfied Shapiro-Wilk’s tests for normality of all groupings with the exception of the intuitive group of writing scores, p<.01, suggesting that there is not a normal distribution of scores within that group. The MANOVA satisfied conditions for Levene’s tests of equality of variances for the social presence and writing score variables.
Table 4.4
Table 4.5
Since the multivariate tests largely met conditions of normality and equality of variances, univariate testing was subsequently applied to the data set. To identify with which of the dependent variables there was a significant relationship, follow-up ANOVAS were run for social presence and writing scores. There was not a significant difference among the mean social presence scores for the intuitive group and the non-intuitive group, F(1, 17) = 0.957, p>.05, as shown in Table 4.6. The social-emotional grouping factor did not appear to have a relationship of statistical significance regarding student perceptions of social presence.
Table 4.6
There was a significant difference, however, between the summative writing scores for the intuitive and non-intuitive groups, F(1, 17) = 5518.25, p=.01, as shown in table 4.7. Students in the intuitive group received significantly higher achievement scores than students in the non-intuitive group.
Table 4.7
Even though the univariate analysis of variances did not provide significant results for both dependent variables, post-hoc independent samples t-tests illustrate that there was a moderate effect size for the difference between social presence scores for the intuitive group compared to the non-intuitive group (p>.05, d=0.52) as well as a strong effect size for the difference between the groups on the student achievement measure (p=.01, d=1.56), as shown in Table 4.8.
Table 4.8
Therefore, while there was not a statistically significant difference in social presence scores between the two groups of study, it can be observed that the non-intuitive group had lower social presence scores than the intuitive group, illustrated below in Figure 4.14, warranting further consideration and exploration.
Figure 4.14
The difference in summative writing scores between the intuitive group and the non-intuitive group is visibility and statistically significant, illustrated in Figure 4.15. The intuitive group had significantly higher writing scores after a unit of instruction than their peers in the non-intuitive group.
Figure 4.15
Research Guiding Question 2: How do social and emotional competencies manifest in
fully online learning environments?
Both student and teacher interviewees were shown an overview of the six Habits of Mind upon which the independent variable rating scales for the present study were based. Interviewees were then asked in what ways they see any of those six Habits of Mind helping them in their online learning and how they perceive the Habits of Mind help students overcome academic challenges and obstacles. They were also asked about their perceptions of the influence of the Habits of Mind on their sense of engagement and connectedness in their online class. Because individual student interviews were conducted in the presence of a parent or legal guardian, sometimes a student’s parent would offer input regarding their student’s experiences and habits in the online learning environment.
In both student and teacher interviews, a recurring theme was the ability to persist and persevere, even through tasks that are perceived to be difficult or mundane. Common refrains that allude to the recurrent theme of Habit #1 – Persistence as an efficacious student habit includes some variation of the words “persevere”, “persist”, “keep thinking,”, “practice”, “study”, and “try.” One student summarized how she finds the habits helpful in her independent work: “I find it helpful because it’s kind of easier when you think about these [habits] and working on something because most of the time you have to work on something on your own.” Even though the virtual learning model for the district of study was structured around synchronous learning sessions, students still had asynchronous times when they were responsible for completing and submitting independent work online. Teacher A shared a similar perspective by noting that students needed to become used to working independently and submitting their assignments online. She reinforced that this required a great deal of persistence, but that when students stuck with it, that students were able to observe and notice that the process of learning online became more routine:
In the beginning of the year a lot of students, they shared me that they were having a hard time getting used to doing everything online and we were actually just talking about this today, it got easier as the year went on, so as they became more familiar with putting literally everything on Seesaw, it got easier.
In analyzing student responses, Habit #5 – Thinking About Your Thinking (Metacognition) seemed to be another common theme across many of the habits. Some students were able to identify their metacognitive habits by name. When asking which habits help when faced with a difficult or challenging task, one student responded as follows: “Definitely thinking about my thinking ‘cause I would…it’s easy to rethink things when you know what you were already thinking.” When prompted to think of an example, the student elaborated. “I was taking a math test, and I wasn’t sure about one of the answers, so I just kept thinking it over trying to think of the correct one.” However, other students appeared to express metacognitive habits without explicitly identifying their thought patterns as metacognitive in nature:
Personally, I’m not very great at math and I don’t like math very much, but the more I could think about it in my head and the more I had help with the teacher understanding specific problems, then I was able to do it.
Even this student’s description of their perception of how they apply Habit #6 – Striving for Accuracy in their work sounds like metacognition and flexible thinking are playing a role in their awareness of their understanding: “Striving for accuracy; you can do that by asking for help sometimes and seeing what things are best for you, so if something you’re trying to learn about isn’t working so well you can try something else.” Similarly, another student explained that she strives for accuracy in a metacognitive process when her teacher asks for corrections in her work. “Well, she sends back the work if she knows it’s not correct to try and see if we can figure out where we went wrong, instead of just telling us that we were incorrect.” This process of attempting to revise and correct work appears to describe ways in which the Habits of Mind interact to create independent and resilient learners.
Although students did not explicitly reference or discuss Habit #9 – Thinking and Communicating with Clarity and Precision, there were elements of their responses that appear reflective of this mindset. Respondents appeared to be acutely aware of the importance of their communication in the virtual setting, as evidenced by responses such as this one:
Communication is a very important part of being an online learner because you need to be able to talk with classmates to discuss and maybe even with your teacher for help, and it can help you better, and if you communicate with people you can try harder and you can learn because you’re communicating with people.
Students identified that they often needed to share their thinking and give feedback to each other in breakout rooms. Some students also explained that they enjoyed being able to communicate online. “I really like to learn and I have a lot of fun interacting with kids my age.” Breakout rooms in virtual meetings appeared to be a common way for students to connect with their peers in discussion groups or partners for curricular topics.
The idea of communicating with clarity and precision was also highlighted as an area of importance by the virtual teachers:
I felt like with virtual learning, we had so much less time together than if we were in the classroom. I felt like students got better as the year went on at being more clear with their thinking, like when they were telling me what they needed help with, they were able to do it in a clear way, and then being able to share their screen with me was really helpful so they could show me what they needed help with. Just learning to communicate through a virtual setting, you have to be clear because, to me, it’s just very different from communicating in the classroom, so I just think that they learned how to communicate more clearly as the year went on.
One student provided a more detailed narrative for how she perceives ways in which multiple the Habits of Mind support her success as an online learner, including Habit #1 Persisting and Habit #4 – Thinking Flexibly: I think there’s two, the persisting one and the thinking flexibly. For persisting, a lot of the times if I don’t understand something I don’t go to something else, I work on it until I get it. And for thinking flexibly, again if I don’t understand something, I’ll think of it in a different way and I won’t let it get to me or affect me.
Research Guiding Question 3: How are adaptive student behaviors and attitudes reinforced and modeled through remote instruction?
Students were asked in individual interviews about the ways in which their teachers helped to reinforce the Habits of Mind or helped them be successful as an online learner, while teachers were asked how they feel their instructional practices helped to model the Habits or helped their students be successful in remote learning. The presence (or lack) of fun appeared to play a mediating role in a student’s ability to be engaged and to persist in the classroom. The word fun was noted five times in student narratives. In a virtual classroom, fun often seemed to be induced through humor and non-academic socialization. Students cited jokes as ways in which their teachers injected fun and humor into their remote learning community:
She usually does like a joke at the beginning of the day, and sometimes the kids are allowed to share their jokes. She does breakout rooms to allow kids to talk to other people. Lunchtime, depending on when it is, usually we do it on Mondays, we can do lunch together on launch days on Zoom.
Even Teacher B noted that fun was an important part of her online classroom community, and an important characteristic of her teaching practice that she accessed to help encourage her students to be engaged participants in their online learning. “Singing, laughing…we laughed a lot, because I would sing everytime we would go to a breakout room, so I feel like that really helps to create that positive atmosphere.”
Other students expressed that breakout rooms were a way to socialize with their peers. However, some students’ perceptions of the amount of non-academic peer socialization was mixed. “There isn’t a lot of social interaction. [My teacher could let us] just have more fun. Fun in general.” The conflicting narratives regarding the quality of the social interactions in the online classes mirrored the variability in the responses to the social interaction statement in the social presence survey, wherein about half of the respondents agreed that their online class was a good way to interact socially online while the other half expressed neutrality or disagreement with that concept. Teacher B agreed that socialization through Zoom was important:
We did mostly academic breakout rooms but once they finished their work I told them they could have a little social time. They needed it. Then the last month of school I did lunch with the teacher, and they’d sit and socialize, and any breaks we had, they’d sit and socialize, and I think that helped.
She later added that this socialization was key to “getting to have a good time and getting to make new friends. Some of them made new friends this year.” During a student interview, a parent communicated her perception of how her daughter’s teacher helped nurture socialization in a virtual setting: “Her teacher has really been able to create a classroom environment and I hear them giggling at lunchtime and her teacher lets them do different things which I think is important for peer collaboration.”
Teacher A and Teacher B both described the use of breakout rooms as a teaching practice that reinforces Habit #11 – Creativity, Imagining, and Innovating, with Teacher A stating: “I would use breakout rooms as much as I could, and I think having them work with a partner or small group often helped them be creative.” It appears from the student and teacher responses that breakout rooms serve a social function in the online classroom whether used for purely academic purposes or not.
Teacher B was unique in her use of another district employee, a certified teacher’s assistant, who functioned in a co-teaching role periodically to monitor breakout rooms for the purpose of student socialization during non-instructional times. For example, the district implemented a special schedule on the first school day of each week that it dubbed “launch days.” On these days, synchronous instruction would conclude by 12:00, and the afternoon session would be designated for teacher planning, asynchronous work, and student pickup of any necessary supplies or materials from school buildings. Teacher B noted that her teacher’s assistant would “do social time on our launch days; she’d hop on Zoom and she’d sit and let them socialize on launch days, if that’s what they wanted to do.”
Another theme that emerged regarding ways to reinforce adaptive learner behaviors was through organization and feedback. Students cited their teachers’ organization five times as ways that helped them be successful in their online learning; responsibility was grouped as a similar construct, and was identified twice in interview narratives. One parent described the experience of her student in remote learning as follows:
It was a rough go at the beginning. We learned a lot about responsibility. I think the metacognition piece and the accuracy piece and the organizational piece is the advantage that these kids are going to have when these kids go into middle school, because she will go back full time in person next year, but I think as a parent and educator it is really amazing to see how organized she is as a 5th grade student.
Teacher feedback was also cited several times in narratives regarding teacher habits that reinforced adaptive student behaviors. Another parent described in detail her perceptions of how feedback helped supportive adaptive student habits in remote learning:
Her teacher has really evolved to give tremendous feedback. Now…she put a system in place, so you can really see how she’s doing, she shows grades, her transparency…just the feedback loop with her has been phenomenal, and I just think it helps to keep her engaged and know how she’s doing and how she’s doing in her subjects. It was hard on me as a parent to be connected, and now that they do this whole feedback loop, then I as a parent am much more connected to the process.
Teacher A felt that the online learning environment allowed her the unique opportunity to utilize Universal Design for Learning principles in her asynchronous instruction.
A lot of their directions for assignments I recorded in Seesaw. I mean reading aloud directions is an accommodation that a lot of students get who have an IEP but it’s so helpful for so many other students, so I’m glad that the assignments they were doing independently that I recorded those directions so they could hear them being read aloud. And that’s something when you’re doing something in the classroom, you’re not going to record yourself reading the directions, so I think Seesaw allowed me to do that this year and I’m glad that I took advantage of that.
Teacher C described additional characteristics of her virtual teaching that are indicative of UDL, including having multiple ways for students to ask for help or clarification. One positive feature that she observed about synchronous online instruction was that students had the option to either raise their hand and ask for help, or use the private chat feature and send a direct message to the teacher expressing what they needed in real-time during the lesson. Whether using direct messages, email, or the Learning Management System, Teacher C observed that there were many opportunities for students to communicate with her about their needs.
This ability to communicate to the teacher during live instruction or access the teacher during office hours for help is an example of how metacognition and striving for accuracy can be reinforced by teachers for the benefit of student learning. Several students also expressed that their teachers were available for 1:1 synchronous help sessions via Zoom, which they sometimes initiated or the teachers sometimes initiated. “She keeps Zoom open as long as possible, so if we have a question we can always go back and have her answer it.” Teachers specified in their interviews that they offered daily office hours on Zoom, for a minimum of 1 to 2 hours per day, wherein students had the option of signing on to request assistance as they worked through their independent assignments. “I feel comfortable [asking for help]. I usually go on with my teacher 2 or 3 times a week after school to help with something I’m struggling with.” A student’s parent chimed in to extend the discussion on how virtual office hours helped her daughter to be successful in math this year: I think she’s done well, I think she gets a lot of attention from the teacher. I think she gets a lot of tutoring time from math that’s hard for her that she wouldn’t have gotten in the regular education class.
As students strive to increase their accuracy and grapple with their awareness of what they know and what they don’t know, it appears their ability to persist may strengthen as well. After her daughter talked about striving for accuracy and asking for help, her mother talked more about the development of another habit:
I just feel like the perseverance has really been a positive to virtual learning. When she first started virtual learning, you had a hard time staying on task and I think it was a lot because everybody was home, and that was something that you’ve really learned.
Teacher B agreed that getting her students to persist in virtual learning required a lot of reinforcement, particularly in the beginning of the year: “Just reminding them – keep going, don’t give up.” Teacher C expressed similar refrains about the importance of praise and encouragement in getting her students to persevere: “Just really praising them and acknowledging them for their efforts; it wasn’t easy, especially being online and being self-motivated and being self-disciplined most of the day, so just encouraging them and being there for them.”
Metacognition even appears to play an implicit role in the way teachers reinforce habits like Habit #4 – Thinking Flexibly. Teacher B noted that she made an adjustment relatively early on in the school year with how much independent work she was assigning to students each day. Instead of assigning six independent activities in Seesaw, for example, she lessened the number of independent activities to two or three. When asked what prompted her to do this, she explained that the students were becoming overwhelmed, and she knew this “because I was becoming overwhelmed…they were overwhelmed.” Even though earlier in the interview Teacher B stated “I don’t know that we actually spent a whole lot of time just sitting and thinking about our thinking,” it appears that she was actually demonstrating awareness of her own state of mind and the state of mind of her students, and using that awareness to flexibly adjust her teaching and expectations. Teacher B also stated that she explicitly reinforces flexible thinking by “just reminding them that no matter what comes up, just having that other perspective helps. Maybe somebody else thinks of it differently.”
Teacher C explained that part of her pedagogy focused on metacognition through self-reflection and mindfulness. She would use self-reflections periodically throughout the school year, and have students describe themselves in terms of their level of responsibility, respectfulness, strengths, weaknesses, and goals. Teacher C noted that she felt that her students were honest in their self-evaluations, which she would use in parent-teacher conferences and to help facilitate goal-directed behaviors as the school year progressed. Teacher C also used online meditation and mindfulness to help facilitate a learning state of mind for her students:
Another thing I did was a meditation thing each week – the Mind Yeti – and I found some other ones, and I assigned that once a week and I think that helped the kids calm down, get refocused, focus on their breathing, not feel as stressed, and be ready to go into their assignments.
Summary
The quantitative and qualitative data summarized in Chapter 4 illustrate the role and function of the Habits of Mind in student perceptions of social presence and student task performance in fully online learning environments. The data collected from 17 student participants and three teacher participants through surveys and interviews indicate that student proficiency in the Habits of Mind are positively correlated with summative writing scores. While there was not a significant correlation between Habits of Mind proficiency and social presence scores, descriptive statistics of survey responses found the greatest variability in student perceptions of social presence regarding whether or not an online class is a good way to socially interact with same-age peers. Most survey respondents indicated that they were able to communicate with their peers online and work together in a remote learning class. Regarding the Habits of Mind that appeared most evident in efficacious student work habits, both student and teacher interview responses frequently cited Persistence, Thinking Flexibly, Thinking About Your Thinking (Metacognition), Striving for Accuracy, and Thinking and Communicating with Clarity and Precision. Persistence was the most commonly discussed Habit, and was included in every respondents’ narrative about successful student habits. In addition, teacher behaviors that appeared to help reinforce effective student work habits included organization, feedback, immediacy/teacher availability for help, and use of UDL strategies such as audio and video recordings, while breakout rooms and frequent use of partner and small group discussions appeared to help facilitate student connectedness and social interaction.
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So, if I am understanding this correctly, teachers assessed the students the lowest, followed by parents and then students?
But actually the scoring across the Habits correlated?
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This is exciting and definitely suports the findings of my research.
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This makes intuitive sense when you think about it.
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