Effects of incorporating classroom performance systems with metacognitive and conceptual strategies on the understanding of physical science concepts

Abstract

The use of Classroom Performance Systems (CPS) in classrooms has been studied extensively at the postsecondary level. However, there has been little research done at the secondary level, especially the middle school. This project investigated the effects of using the CPS with metacognitive and conceptual feedback strategies at a small middle school with one-third of the students qualifying for free and reduced lunch. Student's conceptual understanding was assessed by comparing the CPS unit to the traditional taught unit using pre and postunit assessment data, and interview data, which included concept mapping and conceptual questions. Other forms of data collection were employed in both units to determine the effects on long-term memory retention, ability to answer questions of varying levels of Bloom's Taxonomy, student attitudes, student engagement, and teacher attitudes. Long-term memory was observed using delayed assessments and delayed interview techniques. Student motivation and engagement were assessed through student surveys, observations, and cooperative group grading, and engagement checks. Effects on my own teaching, attitude, and motivation were determined through the use of journaling, self-evaluation, and peer observations. Using the CPS in conjunction with metacognitive and conceptual feedback strategies showed an increase in student understanding, especially on higher-levels of Bloom's Taxonomy. The CPS also showed increase in student attitude towards science. However, data showed mixed results of student engagement, long-term memory, and teacher attitudes.