Elementary Student Attending Behavior as a Function of Classroom Activities

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Abstract
This study investigated the extent to which attending behavior (on-task participation) of students in elementary music classes is a function of the activities in which students engage. On-task behavior also was examined for possible relationships with teachers and curriculum. A total of 262 in-class observations of 10 to 20 minutes each were conducted at all grade levels (K-6) taught by 11 elementary music teachers during one academic year. An interval recording technique was used to record the number of students judged to be off-task during a series of 15-second intervals. Symbols representing 11 different activities were placed on the form. Factor analysis produced significantly different levels of off-task behavior relating to activity, teacher, and curriculum. Such activities as playing instruments and singing yielded low levels of off-task behavior; students showed higher off-task levels during periods of “getting ready” for activities and during periods in which teachers and students were interacting verbally. A significant interaction occurred between teacher and activity only when the “getting ready” activity was included in the analysis. Off-task levels did not correlate significantly with the amount of time spent on the various activities. These results suggest that attending behavior is, in part, a function of the nature of the activity in which students participate.

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