Action Research

Hunter Fedorchuk
EDI 685
 • 4th hour- 11:23-12:55
• 8th grade math classroom with 34 students,
ranging from high to low proficiency
Background • Split lunch-students come in for a half hour,
go to lunch, and then have five minutes to
return to class to finish the class period
The Problem

• Students had five minutes of passing time

• No bell rang when returning from lunch to
notify the students that we were beginning
class
• Had to gain students focus twice during the
class period with the split lunch
• Took time away from the lesson
• Due to students not being in their seats,
socializing with friends, causing distractions, and
being tardy
• No reminders of the expectations were
given to the students
The Plan
• Before students left for lunch
the teacher reminded them of
the plan/expectations
• During 5 minutes passing time
music would be playing
• Student requested songs
(occurred before the project
began)
• At 12:28 the teacher would turn
the music off
• Expectation:
• Students in there seats when
the music went off
• Showing they were ready to
finish the remainder of class
This Photo by Unknown Author is licensed under CC BY
Literature
References
• Effective classroom management
is crucial and music can be an
effective tool (Jackson, 2003)
• Music can help reduce anxiety,
stress, and aggressive behavior
(safe supportive learning)
• Can turn music up or abruptly
stop it to settle students (Allen,
2013)
• Will only gain attention for a few
seconds, so need to be prepared to
start lesson
Data/Observations
• Data Collection
• Record the time it took before all students
were in their seats and ready to start class
• Record the students who were not in their
seats
• Avg. time w/o music: 59 seconds
• Avg. time w/ music: 26 seconds
• Day 3 and 4: students struggled to refocus
• Avg. w/o music and these two days: 14 seconds
Refocus Time
100
90
80
70
Time (seconds) 60
Time w/ music
50 Time w/o music
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10
Day
Data/Observations
• Overall:
• Students followed the expectations
that were set
• Took less time to refocus and begin
the second half of class
• Less tardiness
• Enjoyed seeing what song was going
to be playing when returning from
lunch
Suggestions for
Future

• For those students who are consistently

out of their seats show them the data
and have a conversation to come up
with a plan for a possible solution
• Have a sign-up sheet where students
could request songs
• Play song so it ends when the bell rings
• Have a student help collect data by
doing the stop watch portion (provide
signals for when to start and stop)
Questions?
 References
Allen, R., & Wood, W. W. (2013). The rock n roll classroom:
using music to manage mood, energy and learning.
Moorabbin, Vic.: Hawker Brownlow Education. doi:
http://dx.doi.org.ezproxy.gvsu.edu/10.4135/97815443084
94

How does music benefit your classroom or school

community the MOST? (n.d.). Retrieved from
https://safesupportivelearning.ed.gov/voices-field/how-
does-music-benefit-your-classroom-or-school-community-
most

Jackson, M., & Joyce, D. (2003). The Role of Music in

Classroom Management. ERIC. Retrieved from
https://eric.ed.gov/?id=ED479098