Competitively engaging fifth grade students with formative assessment

Abstract

The purpose of this study was to determine how a population of students would respond if competition was introduced in the classroom. The use of competition to engage students and promote better learning is debated in the classroom. Some students find that its use is fun and novel, while others may respond with indifference, distress, or even anxiety. In this study, a low-stakes classroom competition was introduced in hopes of alleviating any pressure students might feel to perform well. During a unit on matter and energy, three classes of fifth-grade students completed daily bellwork questions. Average values for the two treatment groups (N=47) were calculated and shared so students could see which class achieved a higher average. This was repeated every day throughout the two-week unit. The control group (N=22) received the same lessons and bellwork problems, but they were not shown how their scores compared to the other classes. Data was collected using pre- and post-tests, Likert-surveys, and teacher-led group interviews. Pre- and post-test results indicated that there were no significant differences in normalized gains between the control group to the treatment groups. Likert-surveys provided students a chance to anonymously share how they felt about competing. The results, 93.1% (n=40) of surveyed students agreed or strongly agreed with the statement, "Competing with my class to score higher than the other classes makes me want to do better." Finally, guided group interviews revealed that most students enjoyed competing with their classmates; even students that do not consider themselves competitive felt that the competition motivated them to try harder in class.