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Networks: An Online Journal for Teacher Research

Article 7

Volume 19 | Issue 1

7-1-2017

Increasing Active Participation and Engagement of
Students in Circle Formations
Justin St. Onge
University of Idaho, jstonge@uidaho.edu

Karla Eitel
University of Idaho, kbradley@uidaho.edu

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Recommended Citation
St. Onge, Justin and Eitel, Karla (2017) “Increasing Active Participation and Engagement of Students in Circle Formations,” Networks:
An Online Journal for Teacher Research: Vol. 19: Iss. 1. https://dx.doi.org/10.4148/2470-6353.1014

This Full Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Networks: An Online Journal for
Teacher Research by an authorized administrator of New Prairie Press. For more information, please contact cads@k-state.edu.

Networks: Vol. 19, Issue 1

ISSN 2470-6353

Summer 2017

An On-line Journal for
Teacher Research

Increasing Active Participation and Engagement of
Students in Circle Formations

Justin St. Onge- University of Idaho
Karla Eitel- University of Idaho

Abstract

Participation and engagement are important factors in students’ academic achievement
and in increasing interest and motivation in the learning process. This study evaluates
participation and engagement in circle formations in both outdoor and indoor education
settings. Over a four-week study period, four instructors collected data on different circle
formations. The four circle formations tested are: instructor and students standing (all-
standing); instructor and students sitting (all-sitting); instructor standing with students
sitting; instructor sitting with students standing. Results from 86 observation forms show
that students had the greatest active participation and engagement in the all-sitting circle
formation. The traditional learning arrangement, with teacher standing and students
sitting, had the lowest level of student participation and engagement. Eye level of instructor
and students was thought to be a major factor influencing participation and engagement in
the learning environment. Results obtained from this study will help inform educators in
both traditional classroom and outdoor learning environments on effective teaching
practices for increasing student participation and engagement.

Keywords: classroom practice; teacher research; student engagement; student participation; circle
formation teaching; outdoor education; classroom arrangement

Introduction

Outdoor environmental educators and traditional classroom teachers continuously

search for new and innovative ways of increasing student participation and engagement.
For students, participation and engagement are important because they function as a
behavior pathway that contributes to increased learning and development (Reeve, Jang,
Carrell, Joen, & Barch, 2004; Connell & Wellborn, 1991). Participation and engagement
predict students’ achievement and comprehension of educational material (Linnenbrink &

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Pintrich, 2003). Many teachers overlook the importance classroom arrangements have on
their students’ academic success and the creation of a positive learning environment.
Teachers can foster greater student participation and engagement by paying particular
attention to their classroom arrangement.

Circle formations are frequently used for lectures, directions, and discussions in
outdoor and indoor environmental education classroom settings. Circle formations, just
like conventional classroom arrangements, can have benefits as well as detriments based
on the leader or teacher’s selected configuration. Various types of classroom arrangements,
such as rows, U-shapes, and clusters, can influence students’ classroom participation
(Wasnock, 2010). Outdoor educators face additional challenges such as weather, safety,
and outdoor learning settings, and barriers in creating an effective learning environment
where students are actively participating and engaged (Kosseff, 2010; Outdoor Education
Advisers Panel, 2005).

Forming a circle is inclusive in a way that no other formation can be, allowing each

member of the group to see the faces and expressions of the other group members (Kosseff,
2010). When everyone is sitting or standing in a circle, they are at the same relative eye
level. Having every member of the circle, including the teacher or leader, at the same eye
level fosters a comfortable and safe learning environment that influences participation and
engagement (Johnson, 1984; Kosseff, 2010). When one student shows greater participation
and engagement, the learning environment significantly improves for other students
(Skinner & Belmont, 1993; Smith, Sheppard, Johnson, & Johnson, 2005). Additional studies
have shown that when a greater number of students are involved in listening, the
classroom setting is less chaotic and more productive, facilitating student inclusion in the
discussion taking place (Reeve at el., 2004). That sense of inclusion also encourages greater
concentration and less inclination toward disruptive behavior (Wall, 1993).

The aim of this study was to examine students’ active participation and engagement

levels in a variety of circle formations. The study took place at a University-operated
outdoor science school in the Pacific Northwest. Over the four-week study period, 5th and
6th grade students were evaluated on their active participation and engagement during
circle formation activities. Activities included science lectures, group discussions,
reflections, debriefs, and review of subject material. A total of four circle formations were
tested during the study period: 1) instructor and students standing (all-standing); 2)
instructor and students sitting (all-sitting); 3) instructor standing with students sitting; and
4) instructor sitting with students standing.

We hypothesized that instructors would observe the greatest student participation

and engagement in the all-standing or all-sitting circle formations because every group
member would be positioned at the same eye level. Although a middle school student can
be up to approximately a foot shorter than the instructor, eye contact is still on a similar
level. We hypothesized that in these formations, students and instructor eye contact would
be direct and promote awareness and effective communication.

Methods

Data were collected at a residential outdoor science school and in an adjacent state

park. Circle formation data were collected in both outside and inside classroom settings,
with 12 to 15 students per group. The four predetermined circle arrangements were tested

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over a four-week period. Each instructor performed and collected data on all four of the
predetermined circle arrangements in order to control for the external factors associated
with instructor quality, knowledge, and enthusiasm. The four instructors collected data on
circle arrangements with a different group of students each week, completing a total of 86
observations. Lesson content and teaching methods when collecting data were relatively
the same for each instructor, covering science topics through discussions, activities, and
lectures.

An observational study was chosen for this research to directly observe students’

behavior and affective responses during the learning process. Observation forms, shown in
Figure 1, were designed for collecting data on students’ participation and engagement in
the different circle arrangements. Forms were printed to allow instructors to use them in
the field and classroom during instruction. Each instructor observed and recorded student
participation and engagement data during lessons. Instructor name, location, circle
arrangement, activity being completed while in the circle, time of day, weather, proximity
to other groups, and general observations were recorded. The centers of the forms were
left blank for instructors to draw circles representing students. The instructor recorded an
✗ or a ✓ for each student in the circle. An ✗ represented students who did not show active
participation and engagement. This was determined by eye contact not directed at the
instructor or within the circle, body position facing away from the instructor and group,
and no participation (verbal or non-verbal) in activity being completed in circle. A ✓
represented students who were actively participating and engaged. To determine if a
student is actively engaged and participating, this study looked for direct eye contact
towards either the instructor or the group, body language that is directed towards the
group and the instructor, and actively participating verbally and non-verbally in the

Name__________________ Location: ____________________

Arrangement: ________________________________________

Activity: ____________________________________________

Time: ________________ Weather: _______________________

Proximity to other groups: _______________________________

Observations: _________________________________________
____________________________________________________
____________________________________________________

Figure 1 Observation form used to assess student participation and engagement level.

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activity within circle.

Instructors met prior to collecting data to develop common procedures and
definitions of engagement and participation for the study. The instructors agreed on what
was considered active participation and engagement, based on research literature and
teaching experience. Engagement within the context of this research study was determined
and observed as a binary model that other researchers have used and defined that pays
particular attention to students behavioral and emotional or affective involvement (Marks,
2000; Finn, 1989). Similarly, students’ participation was evaluated on verbal and non-
verbal cues and signals. Once a common understanding was determined, an initial
observation form was developed and pilot-tested by the instructors in their teaching prior
to the research study. This allowed for refinement of the observation form and training
experience for instructors to practice observational skills and develop a consistent
observation method in determining research objectives. Prior to the research conclusion,
instructors came together to discuss and debrief circle formation data collection
experiences. This opportunity gave instructors the ability to discuss any important
information regarding their teaching, data collection, or issues that could not be expressed
or identified in the completed observation forms.

Data Analysis

Once all the data were collected, observation forms were separated into specific
arrangement categories. From each individual form a percentage was calculated for the
proportion of engaged students in that circle. After individual forms had a calculated
percentage for students that showed engagement and for students that were not engaged,
all forms were averaged in each arrangement category, giving a mean for each arrangement
tested.

Circle Arrangement

# of Observation Forms
Completed

All Sit
All Stand
Instructor Stand, Students Sit
Instructor Sit, Students Stand
Total

23
23
21
19
86

Results

Table 1 Number of observation forms completed for each circle arrangement category.

Results gathered from the 86 observation forms show that student participation and

engagement was greatest in the all-sitting circle formation. Using the all-sitting circle
formation, 88% of students observed showed active participation and engagement (Figure
2). Ten out of the 23 forms competed had a participation and engagement level of 100%
when using this circle formation. Of the 189 students observed in the all-sitting circle
formation, 167 students were engaged and 22 students were not engaged.

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Figure 2 Percentage of students engaged and not engaged in an all-sitting circle formation.

From the 19 observation forms completed for the instructor sitting with students

standing circle formation, 82% of students were engaged and participating in the circle
activity (Figure 3). This circle formation is an abnormal arrangement in a teaching
environment, so it was tested the least of all circle formations. Of the 162 students
observed in the circle formation of instructor sitting with students standing, 133 students
were engaged and 29 students were not engaged.

Instructor Sitting with Students Standing

Engaged

Not Engaged

All-Sitting

Engaged

Not Engaged

12%

88%

18%

82%

Figure 3 Percentage of students engaged and not engaged in the instructor sitting with students

standing circle formation.

In the circle formations with instructor and students all standing, 74% of students

were engaged and participating (Figure 4). A total of 23 observation forms were completed
for this circle formation. Of the 198 students observed in the all-standing circle formation,
147 students were engaged and 51 students were not engaged.

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All-Standing

Engaged

Not Engaged

26%

74%

30%

70%

Figure 4 Percentage of students engaged and not engaged in the all-standing circle formation.

The circle formation that recorded the lowest number of engaged and participating

students was when the instructor was standing with students sitting. In this circle
formation, 70% of students were recorded being engaged and participating in the activity
(Figure 5). Average student participation in this formation is calculated from a total of 21
observation forms. Of the 178 students observed in the instructor standing with students
sitting circle formation, 125 students were engaged and 53 students were not engaged.

Instructor Standing with Students Sitting

Engaged

Not Engaged

Figure 5 Percentage of students engaged and not engaged in the instructor standing with students

sitting circle formation.

Average participation and engagement rate for each circle formation does not

incorporate any of the secondary factors such as weather and proximity to other groups.
These factors are not believed to be significant in altering students’ engagement and

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participation due to secondary factors being held consistent across all groups. These
secondary factors were originally incorporated into the observation form in case weather
conditions varied for groups or instructors felt students were disengaged due to other
students or groups present in a close proximity, while collecting data. Each instructor was
able to collect data on the four circle formations on the same days during the research
timeframe, when weather conditions were favorable for outside teaching. Furthermore, the
four instructors did not encounter any other groups or students during learning activities
and data collection.

Circle Formations

Participation and
Engagement Rates (%)

Instructor Sit, Students Stand

All-Sit

All-Stand

Instructor Stand, Students Sit

88

82

74

70

Table 2 Student participation and engagement rates based on circle formation.

Discussion

The circle formation with everyone sitting received the greatest participation and
engagement level in students and supports our hypothesis that students would be most
engaged when positioned with everyone on the same eye level. This study supports the
notion that placing both the instructor and students at the same eye level fosters a more
comfortable and interactive learning environment. In contrast, when the instructor and
students are in a circle and some people are sitting and some standing, seeing everyone’s
face becomes difficult and a different dynamic forms, making it challenging for students to
receive verbal and non-verbal expressions of feelings and emotions (Johnson, 2009;
Kosseff, 2010). Those standing within the circle and situated at a higher eye level will tend
to be dominant. A comfortable setting in which everyone can sit is the best place for a circle
formation activity (Kosseff, 2010).

Positive and comfortable learning environments have been linked to improving

students’ engagement and participation (Ryan & Patrick, 2001). Our research strengthens
this argument when everyone was in the all-sitting circle formation. When the teacher is
situated at the same eye level as their students in the all-sitting circle formation, they may
present a less dominant posture, allowing students to feel more relaxed and inclined to
participate in the conversion. Additionally, the all-sitting learning environment facilitates
teacher eye contact with students and allows students to feel included and part of the
discussion taking place, fostering greater participation and engagement in the lesson (Ryan
& Cooper, 1988). During the study, instructors felt this formation fostered a learning
environment where class dialog was increased and students were more inclined to interact
and participate.

Instructors noticed that students were more willing to share ideas or add to the

learning activity, especially reserved students, when in this inclusive learning circle.
Instructors also noted feeling more relaxed and comfortable with their students, which

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