Closing the Engagement Gap:

Analyzing and synthesizing on and off task behaviors among students in diverse classrooms.
Jeana Chambers, Gregory Swanson, Tori Kessel, and Dr. Jane Wilson

Purpose: This study explores on- and off-task behaviors in order to attain insight into what provokes
off task behavior among students in different subjects and of different genders.
Literature Review:
On-task:
Strong classroom management is directly correlated to on-task behavior.
Individual tutoring in reading increases student performance and on task behavior.
Students are more engaged in small groups than whole group.
On-task behavior increases when the level of difficulty is at a moderate or difficult level (especially
in math). Material must be appropriately challenging.
On-task behavior increases when teachers narrate (or praise)
Activities While Off-Task
on-task behaviors (noteworthy for students with emotional
behavior disorders)
Off-task:
Students are off task of instructional time in
elementary school classrooms.
Students get off-task during beginning of class or
transitions.
Peer distraction is the biggest culprit of off- task
behavior.
Students who finish early can easily get off task.
Methodology:
Data was collected in twelve classrooms using an
observational tool in which researchers monitored two
individual students (one male, one female) and noted whether a they were on- or off-task every five
minutes during a 30 minute observation. Twenty four students were observed over the duration of one
half hour in various grade levels, times of day, and subjects.
Results:
Off-Task Behavior During Specific Content:
This chart represents the comprised data
of off task occurrences among observed
students. Overall, students spent 34% of
observed moments-in-time off task. This
is consistent with our research and other
studies conducted. Students were more
off task during humanities (reading,
social studies) but our data set was too
small to come to a definite conclusion
regarding a correlation of subject matter
and time off task (18 students observed
during humanities and 6 during math or
science).

Timing of Off-Task Behavior:

This graph displays the number of students in our
data set who were off task during each five minute
increment. Students were most off task at 15 and 30
minutes.

Other results: When comparing the male to the

female in each class observed, in seven classes,
the male was more off task, and in five classes,
females were more off task. Though, if you refer
to the first chart, overall, males had less off task
occurrences.
Implications for teachers:
Closing the engagement gap is a multifaceted undertaking. Our research, like the research of others,
supports the conclusion that students spend approximately 34% of time off task. We suggest a goal
would be to reduce this fact to 15%.
Strategies to Close the Engagement Gap:
10:2 rule: For every ten minutes of input (instruction) there should be 2 minutes of student
output (processing activities). Students are most off task after 15 min of doing the same
activity, so change the format, re engage students, and/or verbally pull students back.

Teach students personal accountability for their behavior. Self-monitoring of behavior can
be learned. One of the best ways to increase on task behavior is through teach and encourage
self-monitoring as you do routines and procedures. Be especially conscious to develop these
skills in the students who repetitively display off task behavior. Give students tool for what to
do when others distract them (saying youre distracting my learning, or ignoring, or moving
without talking).

Limit distractions: Our review of previous literature and studies revealed that off task
behaviors are caused overwhelmingly by distraction by peers and distraction by self. Being
aware of this should affect our lesson planning and teaching. We need to be very cautious of
activities or environments that lend themselves to high distraction by supplies or peers and
adjust seating arrangements to decrease distraction if necessary as well.

Sources:
FEA. Time-on-Task: A Strategy that Accelerates Learning. Florida Educators Association. 2013. Web. 25 October
2014.
Gest, Scott D., and Julia M. Gest. "Reading and Tutoring for Students at Academic and Behavioral Risk: Effects on
Time-on-task in the Classroom." Education and Treatment of Children 28.1 (2005): 25-47. Web.
Gilbertson, Donna, Gary Duhon, Joseph C. Witt, and Brad Dufrene. "Effects of Academic Response Rates on Time-OnTask in the Classroom for Students at Academic and Behavioral Risk." Education and Treatment of Children
31.2 (2008): 153-65. Web.
Martinez, Ellie. Time On-Task, Measuring On-Task Behaviors. Educatio.com. Dec 2009. Web. 25 October 2014
Masci, Frank. "Time for Time on Task and Quality Instruction." Middle School Journal 40.2 (2008): 33-41. JSTOR. Web.
20 Oct. 2014.
Rosenburg, Ronda. "Elementary School Students Often 'off-task'" United Federation of Teachers. NY Teacher
Newspaper, 5 June 2014. Web. 20 Oct. 2014
Sutherland, K. S., J. H. Wehby, and S. R. Copeland. "Effect of Varying Rates of Behavior-Specific Praise on the On-Task
Behavior of Students with EBD." Journal of Emotional and Behavioral Disorders 8.1 (2000): n. pag.Sage Journals.
Web. 19 Oct. 2014.
Yettick, Holly. Study Tallies Time Off Task in Elementary Classrooms. Education Week. May 2014. Web. 25
October 2014.