Increasing Student Classroom Participation Through Self-Modeling

ABSTRACT

The study investigated the effect of self-modeling as an intervention to improve classroom participatory behavior and whether or not increased classroom participation influenced teacher's perceptions of the students' behavior. The study employed a multiple baseline design across five students, and a control, with a follow-up. All students evidenced an increase in classroom participation subsequent to viewing the intervention videotapes. In addition, teacher perceptions of students' behavior improved on several dimensions.

Key Words:

• Self-modeling
• participation
• hand-raising
• attention
• video-tape