The Impact Of Student Leadership In Classroom Management On Student Achievement

The Impact of Student Leadership in Classroom Management on Student Achievement
Dissertation
Submitted to Northcentral University
Graduate Faculty of the School of Education
In Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF PHILOSOPHY IN EDUCATION
by
JASON S. GORNTO
Prescott Valley, Arizona
June 2009

UMI Number: 3376763
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APPROVAL
The Impact of Student Leadership in Classroom Management on Student Achievement
by
Jason S. Gornto
Approved by:
UJaJtu^-
Chair: Kellfey Walters, Ph.D.
Member: Denise Geier, Ed.D.
Member: Amy Peterson, Ed.D.
&.2D. Ctf
Date
Certifiedjjy:^
V
School D&an: Dennis J. Lessard, Ph.D. Date

ACKNOWLEDGEMENTS
Many people have influenced the journey that has led to this achievement. Some I
have known my entire life and others I have only spoken with briefly. Each, though, has
played an important part in my success.
First, and foremost, to my wife, Denise for her support, motivation, and
encouragement. She has taken on more than her fair share to allow me the time and space
to move forward with this degree.
To my parents, Bill and Linda, who instilled in me a desire to succeed. They
taught me never to accept less than I want. They also taught me to be willing to work for
what I want.
To my brother, Troy, who taught me that being smart and educated are two
different things.
To my friend and colleague, Diane, for picking up the slack at school. Her
sacrifices allowed me to complete this journey without losing my mind at work.
To my dissertation chair, Dr. Kelley Walters, for fantastic guidance. Her feedback
and advice was always timely and direct. Her encouragement and frankness helped make
this journey less tedious.
To my committee members, Drs. Denise Geier and Amy Peterson, for providing
quick and precise comments. Their feedback was invaluable in this process.
To my external reviewer and friend, Dr. Tom McKaig, for his feedback and
encouragement. I appreciate his frankness now more than ever.
To the administration and staff at the schools included in this study. Their
flexibility and willingness to participate helped make my goals a reality.

Abstract
Public schools across the nation are being held to higher standards of accountability. No
Child Left Behind, Research Based Instruction, and similar initiatives are increasing the
need for teachers to use proven and effective methodologies for teaching and managing
classrooms. The purpose of this study was to investigate the relationship between a
specific classroom management technique and student achievement and to determine
whether including student leadership in the classroom management model has an effect
on student reported success or grades. The researcher used a quantitative research design
to investigate student leadership in classroom management. A random sample of students
in grades 9-12 was culled from three high schools chosen from a convenience sample.
These 102 students completed an online survey developed and piloted by the researcher.
The survey asked participants to consider a class they had taken that included frequent
student leadership and a course that included little or no student leadership. Student
achievement was measured by letter grade and students' feelings of success. Survey
results were analyzed to determine what effect, if any, student leadership in classroom
management had on student achievement. Cross tabulation and paired sample t tests were
used for analysis. Using a paired-samples t test, ^(98) = 5.83,/? < .001, students found
their high-participation classes more interesting than their lower-participation classes.
Paired samples t tests were also conducted to compare school grades between the high
participation group and the low participation group. Differences were significant, t{99) =
4.82, p < .001. Further research is needed to identify which student leadership methods
have the largest impact on student achievement. Additionally, further research may
determine if student leadership is more effective in any particular subject area or

Table of Contents
Chapter 1: Introduction 1
Background and Significance of the Problem 1
Statement of the Research Problem 2
Research Questions 4
Research Assumption, Limitations, and Delimitations 5
Definitions of Key Terms 7
Summary 8
Chapter 2: Review of the Literature 10
Classroom Management 11
Student Leadership in Classroom Management and Instructional Methods 17
Student Leadership Development 23
Chapter 3: Research Methodology 31
Statement of the Research Problem 31
Research Questions 31
Research Setting 33
Chapter 4: Findings 499
Chapter 5: Summary, Conclusions, Recommendations 633
References 70
Appendix A 755
Appendix B 79
Appendix C 80
Appendix D 81

LIST OF TABLES
Table 1. Paired t Test 39
Table 2. Survey Question 1 50
Table 3. Survey Question 2 50
Table 4. Survey Question #3 51
Table 10. Survey Question#9 54
Table 15. Cross Tabulation of Letter Grades Received 57

1
Chapter 1: Introduction
Public schools across the nation are being held to higher standards of
accountability (Hardman & Dawson, 2008). Many states, including Indiana, are
expecting educators to use new methods to increase student achievement. One recent area
of focus has been the application of research-based instruction and methods in the
classroom. Research-based instruction can focus on any topic within education.
Standardized tests, curriculum development, differentiated instruction, remediation,
inclusion, and other recent trends in educational research have led the way for
improvements in classroom instruction. While the areas of curriculum development and
standardized testing have received much attention, both classroom management and
student leadership have been neglected (Posner, 2004).
This chapter will provide an introduction to the study. The background and
significance of the existing research problem will be outlined. Contemporary research
will be cited that indicates a need for the present study. The research questions, along
with assumptions, limitations, and delimitations will be identified and detailed.
Operational definitions for student leadership, student achievement, and classroom
management will be presented, as well.
Background and Significance of the Problem
No Child Left Behind (NCLB), Research Based Instruction, and similar initiatives
are increasing the need for teachers to use proven and effective methodologies for
teaching and managing classrooms (Hardman & Dawson, 2008). The purpose of this
study was to investigate the relationship between a specific classroom management
technique and student achievement. The objective of this study was to determine whether

2
including student leadership in the classroom management model has any effect on
student reported success or grades. Determining the effect of this specific technique
allows teachers to consider the benefits or drawbacks of using it in their own classroom.
Current research in business shows a relationship between leadership and business
success. Organizational theories and leadership theories have been researched widely
with regard to best business practices for increased shareholder value (Northouse, 2007).
Only recently have schools started to consider shareholders and outcomes in a similar
sense (Hay & Dempster, 2004). Because this change of thinking is still evolving, little
quantitative research exists that links student leadership to student achievement. This is
particularly true at the high school level. Posner (2004) identified a great need for new
research in student leadership. The author said, "Studies examining the impact of various
leadership development programs and classes.. .would assist greatly in understanding just
how leadership is developed" (p. 454). These suggestions for contemporary researcher
indicate that a study of student leadership as part of classroom management and the
effects on student achievement is necessary and relevant research.
Statement of the Research Problem
The objective of this study was to address research questions relating to student
leadership and classroom management. Current research suggests that students would
report higher grades and higher success in classes that include student leadership in
classroom management. Current trends in education present a need for teachers to use
research based methods in instruction and classroom management (Hardman & Dawson,
2008). Student outcomes are the gold standard of success in education and there is a lack
of current research in this area (Hay & Dempster, 2004; Posner, 2004). Although

3
business productivity is directly linked to leadership, there are few similar studies in
education (Northouse, 2007). Classroom management and student leadership are topics
for which little current research exists (Posner).
Purpose Statement
The purpose of this study was to determine if a relationship exists between
student leadership as part of classroom management and student success. This study will
provide high school teachers with research based data related to increasing student
achievement. This quantitative study used an online survey to collect student responses to
questions regarding the use of student leadership in classroom management and the
students' grades and feelings of success in those classes. A random sample of students
was selected from three high schools of a convenience sample. The population includes
all high school students in grades 9-12. The geographic location of the sample population
was north central Indiana. Specifically, students were asked to recall a course they had
taken that included high levels of student leadership and respond to questions about it.
Then students were asked to consider a course they had taken that included little or no
student leadership and then respond to questions about that course.
Theoretical Framework
The theoretical framework for this study is based on the work of Li et al. (2007)
and Dobinson (2001). The framework rests on the following idea: Teachers that employ
more student leadership within their classes can increase student achievement of all
students within that class. Dobinson's work shows that students can be active or passive
in student leadership and still reap the benefits. Student leadership can be part of
classroom management without a specific developed curriculum (Li et al.). This means

4
that teachers do not need to study, develop, and implement a new system for classroom
management or instruction. Using peer-to-peer interaction in instruction is much more
effective than teacher-only instruction (Dobinson). Student leadership is any peer-to-peer
interaction.
Research Questions
Current research illustrates the importance of student leadership, classroom
management, and student achievement. This study seeks to connect these concepts and
provide high school teachers with quantitative research to support student leadership as a
classroom management technique for improving student achievement.
1. Does using student leadership in classroom management alter students'
perceived success in that class?
2. Is there a relationship between the use of student leadership in classroom
management and student reported grades?
Classroom management textbooks rarely include references to student leadership
(Kellough & Kellough, 1996; McLeod, 2003; Wong, 2004). Although many teachers
may already use some forms of student leadership within their classrooms, this study
could validate those methods. Further, for teachers who disregard the use of students as
leaders within the classroom, this study could persuade them to include these methods as
a research based instructional tactic designed to improve student achievement. This study
contains the following hypotheses.
Hypothesis 1: Students will report success in classes using student leadership as
part of classroom management more often than in classes not using this technique.
Hypothesis 2: Students will earn higher grades in classes using student leadership

5
as part of classroom management than in classes not using this technique.
Research Assumption, Limitations, and Delimitations
These research assumptions are an inherent part of the research design. Every
effort was made to ensure that results were reliable and valid. The researcher assumed
that all participants completing the quantitative survey were forthright and unbiased in
their responses. The researcher also assumed that every student has some level of active
or passive experience with student leadership as part of classroom management. Further,
the researcher assumed that students will have recognized student leadership in classroom
management when it was present.
Limitations existed within this study. The non-experimental nature of this study
did not allow the researcher to determine cause and effect relationships. The data derived
from these participants may not be wholly applicable to a larger audience. Further, this
study only accounted for student perceptions of student leadership as part of classroom
management. Some teachers may employ these methods in ways students are not directly
aware. The type of demographic information collected does not allow analysis of
variables such as socioeconomic status, race, and learning disabilities.
Delimitations also existed within this study. Time and geographic constraints
limited the participants to three high schools in northern Indiana. Another primary
delimitation of this study was the ability of one researcher. One researcher was clearly
limited in the amount of time and resources that were available. The participants were
geographically close to the researcher's locale. This quantitative research study was
conducted using student participants from three public high schools in north central
Indiana; therefore the result may also be indicative of this population. The theoretical

6
framework and operational definition for student leadership allow for any peer-to-peer
interaction to be identified as student leadership. For this reason this study does not
attempt to identify any specific strategy or method as superior. Additionally, the
theoretical framework indicates that no formal program or plan of student leadership
needs to be in place for student leadership to occur. Accordingly, the literature review
does not focus on specific curricula for student leadership in classroom management.
Although the researcher took great care to create an instrument that would encompass all
student leadership activities in classroom management there may be other methods
unaccounted for herein.
Nature of the Study
This quantitative study used an online survey to collect student responses to
questions regarding the use of student leadership in classroom management and the
students' grades and feelings of success in those classes. The researcher approached
administrators at three districts: one rural, one small city, and one metropolitan. These
three schools selected from convenience had policies allowing the administration to give
permission for the students to participate in surveys. A random sample of high school
students identified 50 students from each school. Using 50 participants from each school
allowed for some non respondents while still ending with a final participant number of
larger than 100. A sample size of 100 is sufficient for a large population (Alreck & Settle,
2007). A random sample increased the validity and accuracy of the data collected (Gall,
Gall, & Borg, 2007). The validity and accuracy of data collected from a truly random
sample is preferred over other methods. To conduct this random sample a list of all
current students at each school was used. A random number generator was used to

7
determine the first participant and then an Nth name sampling procedure was used.
Significance of the Study
Classroom management and student leadership have been neglected in recent
research (Posner, 2004). This study investigated the relationship between a specific
classroom management technique and student achievement. Current research in business
shows a relationship between leadership and business success (Northouse, 2007). Only
recently have schools started to consider shareholders and outcomes in a similar sense
(Hay & Dempster, 2004). Current research suggests that a study of student leadership as
part of classroom management and the effects on student achievement is necessary and
relevant research. Current trends in education present a need for teachers to use research
based methods in instruction and classroom management (Hardman & Dawson, 2008).
Student outcomes are the gold standard of success in education and there is a lack of
current research in this area (Hay & Dempster, 2004; Posner, 2004).
Definitions of Key Terms
Words used throughout this study include student leadership and student
achievement. Student leadership can take many forms and many definitions.
Student Leadership. Student leadership can give students the chance "to practice a
range of leadership skills in a supportive, learning and social environment" (Hay &
Dempster, 2004, p. 141). Another explanation that can apply to students is that leaders
"occupy positions of responsibility in coordinating the activities of the members of a
group in their task of attaining a common goal" (Stogdill, 1974, p. 76). This study
focused on classroom activities that gave students responsibility for other individuals.
These activities were assigned by the classroom teacher. Therefore, each student had

8
positional leadership within the classroom. Participants in the study defined these
leadership activities which may include: taking attendance, passing back papers, or
leading discussion. This study specifically excluded identifying leadership qualities of
students and developing leadership within students.
Student achievement. Student achievement, student success, and student grades
are commonly used indicators in educational research (Smythe & Hess, 2005). For the
purposes of this study, student achievement was synonymous with student reported
feelings of success and student reported grades.
Classroom management. Classroom management has been defined in many ways.
Palumbo and Sanacore (2007) said that classroom management includes "helping
students become academically engaged, organizing instruction to accommodate students'
strengths and needs, and motivating students to be interactive during instructional
activities" (p. 67). Using this wide definition of classroom management allowed a wide
range of student responses and perceptions to be appropriate. A narrow definition may
have limited or shown bias in relationship to student leadership in classrooms.
Student perceptions of leadership. For the purposes of this study student
perceptions of leadership in the classroom are limited to self-reported occurrences and
frequencies in self-selected classes. Participants were free to choose from a provided list
of 12 categories of student leadership in classroom management. The participants were
also given the opportunity to enter qualitative information.
Summary
This chapter identified research questions, provided a background to the problem,
and illustrated limitations, delimitations, and key definitions. An increase in

9
accountability is forcing teachers and administrators to adapt. Research based instruction
requires that classroom management methods and instructional methods be backed by
research to ensure relevance and effectiveness. Although recent research has begun to
focus on student leadership the attention has been primarily on college students. There is
no empirical evidence to show that including student leadership as part of classroom
management effects student achievement. This research fills a void in the existing body
of scholarly work.

10
Chapter 2: Review of the Literature
Educational leadership is a popular topic in research (Fullan, 2003). Most current
research focuses on administrative leadership (Marzano, Waters, & McNulty, 2005). A
survey of research on the topic of student leadership as a part of classroom management
shows a lack of attention to this topic. Further, there is little evidence of the effect of
student leadership on student achievement. There is, however, research on classroom
management, peer leadership in classrooms, student leadership development, and interest
in student leadership research. Much of this related research hints that student leadership
and achievement are related. Further, this research points to a need for quantitative
research specifically linking student leadership and achievement.
This chapter presents a review of recent research in the area of student leadership
in classroom management. The first section focuses on classroom management; the
affects of classroom management strategies on students, current methods and
management models. Some of these models are teacher focused and others are students
focused. The second section of this chapter focuses on including student leadership in
classroom management and instructional methods. The relationship between classroom
management and instructional methods will be examined first. Instructional methods that
include components of student leadership will also be presented. The final section of this
chapter presents research on student leadership. It begins by evaluating leadership models
and methods of developing student leadership. Next, this section examines the role of
student leadership in peer groups and attention is given to student leadership development
research.

11
Classroom Management
In this section research focusing on the impact of classroom management on
students is followed by studies on classroom management and management models for
classrooms. The evaluation of models begins with a macro perspective and move to
student focused methods and models. Teachers at every level of experience list classroom
management as their number one concern (Arter, 2007).
Classroom management is a vital key to student success and should be a teacher's
first concern (Wong & Wong, 2004). There cannot be effective instruction without
planning and structure. One veteran teacher said that classroom management is not just a
"serious problem. Classroom management is everything" (Palumbo & Sanacore, 2007, p.
67). Palumbo and Sanacore used a case study of two teachers to examine the importance
of classroom management on instruction. These two teachers taught the same grade at the
same school with nearly identical demographics in the classroom. In the classroom of
Teacher Y there was chaos. Instruction was stopped to address students that arrived late.
Students that had been absent the day before had to wait for the teacher to find
yesterday's worksheet and hand it out. Teacher X, however, "had none of these
problems" (p. 68). Expectations were clear. The students began quietly working upon
arrival to the classroom. Students that had been absent knew where to find yesterday's
worksheets. Tardy students quietly came in and added their own name to the detention
list on the board and then took a seat. Teacher X also used student leadership as part of
classroom management. "A student took the attendance from a seating chart, and the
teacher checked it later for accuracy" (p. 68). While the student was taking a
responsibility for the class as a whole, the teacher was free to keep the class moving

12
forward. This administrative task did not take away from instructional time. The
researchers concluded:
The four-minute difference in starting class every day in a forty-minute
period represents 10 percent more instructional time over the school year.
All other factors being equal, including motivation and engagement, this
four-minute advantage would be enough to produce better student
outcomes, (p. 68)
The importance of time of task with students is echoed by other recent research as well.
These findings of use of classroom time and the importance of classroom
management are echoed by the findings of Pearce (2008). The impact of classroom
management on students and teachers is addressed by Pearce in relationship to music
classrooms. The author cited research studies that show classroom management is a
reliable predictor of teacher success and longevity. This author explains the importance
of maintaining momentum in a classroom and not allowing discipline and administrative
tasks to stop the learning. Pearce stated, "Highly effective teachers jealously guard their
student contact time and are constantly working to pack as much teaching as possible into
each minute" (p. 29). This author acknowledges the importance of routine and suggests
group learning along with holding the students to exceptionally high standards.
Classroom management has been shown to directly affect students in many ways
(Wong & Wong, 2004). Huang (2008) examined the relationship between classroom
management and student depression. Although these findings are not contradictory to
previous studies, the hypothesis takes the importance of classroom management in a
different direction. This study was limited to Eastern cultures. Although there are
significant cultural differences in education between the United States and Eastern
Culture, these findings reiterate the relevance of classroom management and its important

13
impact on students. The researcher begins by explaining some key differences in culture.
Adolescent depression is a significant issue in Asia. Eastern educational systems give
teachers "too many rights" (p. 271). The researcher wrote that students have a high
degree of respect for teachers as a matter of culture. Further, teachers can easily put
undue stress on students simply by creating unrealistically high expectations or even by
withholding praise and attention. The research found that although teacher classroom
management was not the primary influence on student depression, it was a significant
contributor. The study also found a relationship between students' evaluation of
classroom management and student depression. This clearly shows that classroom
management has a significant and profound influence on students.
Classroom management in gifted classrooms presents specific challenges different
from traditional classrooms (Rayneri, Gerber, & Wily, 2006). These researchers assert
that findings in traditional classrooms are not unilaterally applicable to all. The
researchers in this study examined the classroom environment and learning style
preferences of gifted students in middle school and the relationship and impact on
performance levels. One relevant finding of this study was that, contrary to some existing
research, gifted students showed a preference for learning with peers. The author holds
that this may be an indication that student leadership can be effective in gifted
classrooms. The researchers also found that gifted students should work hands-on as
much as possible when learning about real-world issues. The overall findings of this
study suggest that teachers of gifted students need to evaluate their classroom
environment, procedures, and practices to encourage engaged learning to improve student
achievement.

14
In contrast to some previous research Eshel and Kohavi (2003) believe that other
variables in the classroom affect student achievement. One area of particular focus in
classroom management methods is classroom control (Eshel & Kohavi). Their research
sought to identify a link between perceived classroom control, self-regulated learning
strategies, and academic achievement. "It was hypothesized that student mathematics
achievement would be contingent on the combined effects of teacher and student control"
(p. 249). Classroom management and processes were found to be related to academic
achievement. The study also suggests that self-regulated learning would benefit from a
coaching mentality for improved success. The author posits that this study furthers the
evidence that teachers and students may benefit greatly from more student control and
responsibility in the classroom.
Some other recent research delineates the idea that control is paramount. Giving
students more control does not mean the teacher is out of control. Magableh and
Hawamdeh (2007) investigated the role of accountability in discipline in classroom
management of beginning teachers. They also applied specific methodologies to these
situations. The researchers identified discipline strategies in two categories: proactive
strategies and strategic procedures. The study acknowledged the importance of effective
classroom management and its effect on student achievement. The study also discussed
the importance of instructional time that can be lost to poor classroom management. The
researchers briefly compared the effectiveness of four management models: the
Discipline Model, the Traditional Model, the Effective Management Model, and the
Reality Therapy Model.
The Discipline Model focuses on the teacher and his right to teach in a classroom

15
free of disruption. In this model good behavior is rewarded and poor behavior is
punished. The Traditional Model relies specifically upon monitoring unwanted behavior.
The Effective Management model is teacher focused. This model focuses on the teacher's
behavior and reactions to students as a beginning point for classroom management. The
Reality Therapy Model is student based. This methodology puts the duty on the teacher
to meet the needs of the students. The study found that different teachers used different
strategies to achieve similar results. The researchers concluded that personality of the
teacher, personality of the students, and other unknown factors can influence which
methods are most appropriate and most effective in any classroom setting; that there is
not one correct answer for classroom management.
Student focused models of classroom management and instruction are gaining
popularity (Gureasko-Moore, DuPaul & White, 2007). In their recent study the
researchers examined self-management of classroom preparedness and homework and
applied these concepts to adolescents with attention deficit hyperactivity disorder. The
study cited the regularity with which students with attention deficit hyperactivity disorder
showed up for class unprepared. The researchers identified specific behaviors such as
tardiness, homework completion, and organization. The researchers used a program
specifically designed to give these students the necessary skills to be responsible for
themselves in this type of classroom setting. The study found that these students
improved on these specific behaviors after completing the training. Once these students
had the necessary tools they were willing and able to take responsibility for their work
and place in the classroom. This leads the author to believe that some students may not
inherently have the necessary skills to benefit from student leadership as part of

16
classroom management.
Recent research by Buchs, Butera, and Mugny (2004) suggested that student
focused learning may positively affect student achievement. In their study of college
students published in Educational Psychology the researchers compared student groups
working on a project. Members of one group were all provided with identical information
while the experimental group members were supplied with interdependent
complementary information. After reviewing the information the groups completed a
task. The study found that "performance was favored when students worked on
complementary information" (p. 291). Students with identical information did not
perform as well as those students forced to rely on one another for success. The
researchers warned that peer learning must be well constructed to be effective. Some
students in this study felt academically threatened when others in the group challenged
them. This phenomenon only appeared in the group with identical information. In the
absence of this threat students performed much better with interdependent information.
In contradiction to much research a body of knowledge also exists in
contemporary classroom management literature that seems to overlook the relevance of
student leadership. In her book published by the Association for Supervision and
Curriculum Development, McLeod (2003) explained the key elements of classroom
management for teachers. McLeod is an international consultant in classroom
management. The author highlighted the major components of classroom management
within three sections: time and classroom space, student behavior, and instructional
strategies. Most of the 206 pages explain traditional strategies for maintaining order,
organization, and control. McLeod gave one sentence to student leadership as part of

17
classroom management. "Implementing a system of student helpers also saves time and
teaches students the real life skill of accepting responsibility for doing ajob" (p. 34). This
sentence recognized the validity of student leadership activities as part of classroom
management. This book does not explain specific methods of including student
leadership as a classroom management technique. Nor does this book include student
leadership as a method for instruction. This book is indicative of classroom management
texts and it is important to notice that student leadership is a missing component.
These studies indicate a strong relationship between classroom management
techniques and student achievement. Moreover, the research indicated that students tend
to increase performance as classroom management increases student focus. The
interdependence of student resources suggests that student leadership as a part of
classroom management may, in fact, improve student achievement.
Student Leadership in Classroom Management and Instructional Methods
Student leadership can be part of classroom management and skill building tasks
for students (McLeod, 2003). In the book Key Elements of Classroom Management:
Managing Time and Space, Student Behavior, and instructional Strategies, the author
noted the importance of using student leadership:
Implementing a system of student helpers also saves time and teaches
students the real-life skill of accepting responsibility for doing a
job.. ..Certainly, student-helper roles require more monitoring in the
elementary grades, but middle and high school students can do these jobs
independently, (p. 34)
The author goes on to explain the real-world skills and responsibilities learned by
students when they are given tasks. She reiterated the dual-purpose for using student
leadership: keeping classroom management running smoothly, and teaching students via

18
these tasks.
Fencl and Scheel (2005) researched the effects of various teaching strategies on
course climate and student self-efficacy. The participants in this study were college
students enrolled in non-major physics courses. They determined that "self-efficacy is
key predictor of achievement" (Fencl & Scheel, p. 20). These researchers identified
specific strategies that increased self-efficacy. Cooperative learning, which includes
student leadership, was the most identified method to increase self-efficacy. The effects
of these teaching strategies were found to have an effect on students' self-efficacy
regardless of previous experiences or past test scores. This study however, did not
specifically explore collaborative learning throughout the four sources of efficacy. The
researchers concluded that teachers who use these types of strategies within their
classrooms will have a positive effect on students' self-efficacy and will reap the benefits
of the outcomes associated with higher self-efficacy in students. The authors then urged
more research between teaching methods like collaborative learning and student
outcomes. This type of research "may shed additional light on questions regarding the
importance of student attitude for learning" (Fencl & Scheel, p. 23).
The effect of classroom support on the achievement trajectory of elementary
students was examined by Pianta, Belsky, Vandergrift, and Morrison (2008). The
researchers discussed the dynamic change in accountability in recent years and cite a
significant change in focus of educators to use research driven methods to increase
achievement. This nonexperimental, longitudinal study tracked students from 54 months
of age to fifth grade. Standardized test scores over time were compared with the students'
exposure to positive emotional interactions as well as exposure to math and literacy. The

19
researchers found that:
Overall, the reading and math achievement results, at least in third and
fifth grade, call attention to the potential importance of the general
emotional climate of the classroom and the specific social-emotional
experiences children have with teachers within the classroom, (p. 377)
This research underscores the important impact of classroom climate and its relationship
to positive increases in achievement. Classroom management includes instructional
methods that effect student achievement.
Peer-to-peer interaction as part of a lesson is a component of student leadership.
Dobinson (2001) published research that most closely parallels the research conducted
within this paper. Dobinson used ESL students to evaluate the retention of new
vocabulary taught by a teacher in comparison to new vocabulary taught primarily through
peer-to-peer interaction. Retention was measured by a written test given two weeks and
then again at four weeks after the exercise introducing the new vocabulary. Peer-to-peer
interaction was significantly more effective than teacher-only instruction. The researcher
also reported that students that did not overtly participate in the peer-to-peer interaction
still benefited from it. Students who learned the material in a peer-to-peer setting retained
the more new vocabulary than in a teacher-only setting regardless of whether they were
active or passive in the classroom.
Student leadership in classroom management can take the form of peer-to-peer
education, group work, and student involvement in instruction and administration. Maon,
Hughes, Konrad, Neale, and Wood (2004) investigated the involvement of students in
individualized education program meetings. Approximately 300 students representing
varied learning disabilities participated in the 16 studies included in this analysis of
existing literature. The researchers found that many more students are able to participate

20
in individualized education program meetings than are currently participating. Further,
the study suggested that although the participation may have little or no effect on the
direction of the meeting, the goals set, or the expectations placed on the student, it can be
a useful tool. The researchers recommended using these meetings as a learning
experience for these students. Social skills, meeting etiquette, and responsibility for one's
own education can be used as lessons for students.
Stevens (2007) analyzed some common problems with peer-to-peer instruction
and presented readers with suggestions for successful group interactions. This author
warned of unequal workloads and inconsistent grading issues that can plague group
settings. The first point of guidance is for teachers to give students the necessary tools to
be successful. These tools may include hard-copy sources, but also certainly include
technology. The second caveat to avoid is inconsistency in grading. The author explained
that teachers may not be aware of how much or little a particular group member
contributed to the overall finished product. Stevens suggested using some system of
grading that includes peer evaluations and input. One specific suggestion is for the
teacher to give a base grade worth 75 percent of the projects total and "then allow
students to rate each other for the remaining part of the grade" (p. 88). Student input is
vital for fair grading and successful peer-to-peer interactions.
Another method of including student leadership as part of classroom management
is to employ peer tutoring. Kamps et al. (2008) examined class-wide peer tutoring within
middle schools. Over a three-year period 975 students in 52 middle school classrooms
participated in this mixed-design study. The researchers cited increased expectations for
student achievement as well as the need for empirically validated methods as reasons for

21
conducting the study:
It is imperative that the field produce empirically validated interventions
containing effective instructional features that promote safe, structures
classroom environments with acceptable levels of student productivity and
appropriate classroom behavior, (pp. 119-120)
Prior studies reviewed by the researchers illustrate faster acquisition of new knowledge
and higher retention of information for student involved in peer tutoring over those
involved in traditional instruction. This study focused specifically on middle school
students in urban areas. The researchers found that class-wide peer tutoring improved
student achievement in reading and social studies. Although this study is limited to urban
middle schools, it echoes other findings of peer interaction in relationship to
achievement.
Veerkamp, Kamps, and Cooper (2007) published a related study specific to using
class-wide peer tutoring in middle school classrooms focused on reading skills. Three
general education sixth grade reading classes were included in this study. Some students
were exposed to traditional teacher-led classroom instruction, some to class-wide peer
tutoring, and some to class-wide peer tutoring that included a lottery system of rewards.
The lottery system allowed students participating in exemplar tutoring to receive a ticket.
The tickets were placed in a bowl and weekly drawing winners could choose a prize. The
results of this research indicated that class-wide peer tutoring is effective in increasing
performance on weekly tests for vocabulary and comprehension. The classes exposed to
class-wide peer tutoring with the lottery reward system showed even greater
improvement in these areas.
Other recent research presents similar findings. Hancock (2004) published his
research on the motivation and achievement of students exposed to cooperative learning

22
and peer orientation. This study was isolated to 52 graduate students at one public
university. Newly enrolled graduate students were exposed to high peer orientation or
low peer orientation. These students were then evaluated throughout the semester for
levels of motivation and achievement. The results of this study revealed that students
with high peer orientation were significantly more motivated than the students with low
peer orientation. The differences in student achievement between the two groups were
statistically insignificant in this study.
Student leadership can take many forms as part of classroom management and
instruction. Peer mentoring, peer tutoring, student-led instruction, classroom management
tasks, and collaborative learning can all be considered types of student leadership.
Although many studies have focused on fact-to-face interaction the use of technology in
the classroom can facilitate student leadership activities as well. Shell et al. (2005)
investigated the effect of collaborative learning communities supported with computer
technology in a high school setting. This two year study included students at two high
schools and included 746 students in the first year and 946 in the second year. The results
of this research revealed:
Students in classes where computer supported collaborative learning
communities were more fully established reported more knowledge
building goals and activities, more question asking, and high perception of
collaboration with fellow students. Students' reports of knowledge
building, strategic learning, and perceptions of the classroom were also
associated with their classroom achievement, (p. 327)
Arendt and Gregoire (2006) focused their research on leadership and group work
in family and consumer science courses at the college level. This qualitative study brings
up controversial issues associated with group work, a frequently component of student
leadership. Issues regarding grading, unequal participation, and the chance of group-think

23
should be considered when including student leadership in classrooms. These items
would apply to high schools as well as the college setting cited in the study. Cautions
regarding a leader doing most of the work or too many leaders in a group are also
addressed. The qualitative nature of the study includes a smaller sample size and has
limited generalizability. This study is important as it points to a need for additional
quantitative research in the area of student leadership.
Student Leadership Development
Although educational leadership is a topic typically reserved for administrators,
leadership roles can be engaged by anyone within the school culture, including students
(Wallin, 2003). Students are expected to enter the workforce, college, and community
with some leadership skills in place. Having quality leadership experiences during
elementary, middle, and high school allows students to "transition into the community
and into the world of work and adult responsibility" (Hay & Dempster, 2004, p. 1).
Within this section the topic of student leadership, definitions and development are
examined.
Hay and Dempster (2004) published on the topic of student leadership
development through general classroom activities. These researchers hold that teachers
are not fully aware of the need and impact of embedding student leadership activities into
their daily classroom plans. Teachers frequently believe that student leadership
development has to be a separate curriculum from their general education. The
researchers developed and tested an imbedded leadership curriculum to work in tandem
with a general classroom curriculum. They then evaluated the effects on students and
perception of teachers. The findings indicate that this type of leadership curriculum can

24
be effective. Further, teachers indicated that all students were given the opportunity for
leadership roles, not just those with access to extracurricular activities. The researchers
concluded that "facilitating students' leadership development directly and indirectly helps
communities, societies, families, and industries that these future adults will inhabit.
Student leadership has to be nurtured and should be a goal of a progressive education
system" (p. 144).
Student leadership as part of collaboration is the subject of a literature review
published by Bergen (2004). Bergen cited the growing emphasis on accountability and
student achievement as the reason for increased interest in student leadership in schools.
The primary focus of the paper is the need for a sense of community. The author holds
that students cannot work effectively in peer-to-peer tutoring, collaboration, or student
leadership roles until they feel connected to others in the classroom. The author suggested
focusing on building a sense of community first, and then focusing on collaborative
learning and student leadership methods.
Davison (2007) investigated the relationship between teacher leadership style and
student leadership ability and the effects on student achievement. This study focused on
high school instrumental classrooms. Achievement, for this study, was defined as band
festival ratings. This study is particularly relevant as music classrooms rely on student
leadership more often than average classrooms (Dunaway, 1987). The researcher
identified some key elements for effective student leadership development that include
teacher modeling of good leadership. The research also stressed the importance of the
teacher passing the responsibility of leadership to the students and holding them
accountable. The results indicated that teachers that possessed strong facilitative

25
leadership tendencies "reported stronger student leadership tendencies" from their
students (p. 4). There was no identified relationship between leadership styles and band
festival ratings.
One specific aspect of student leadership in research literature is self-leadership.
Self-leadership is the process of self-influence that effects direction and aggressiveness in
goal attainment (Garger & Jacques, 2007). These researchers suggested that before self-
leadership can change or grow that an evaluation must be completed. The researchers
hold that awareness of self is a vital component of self-leadership and that an assessment
of current skills provides a beginning point for growth. The authors constructed a
conceptual model to evaluate the effects of self-leadership on college students'
performance. Self-leadership was assessed using a Likert scale based survey instrument
and student achievement was evaluated based upon grade point average. The researchers
found that transformational self-leadership was positively correlated with grade point
average. Further finding indicate that passive/avoidant self-leadership was related to
lower grade point average. The researchers also found indications that leadership style
may parallel self-leadership.
Li et al. (2007) found student leadership developing in fourth-grade classrooms.
The researchers recorded 12 discussion groups in 4 fourth-grade classrooms. The
discussion groups were recorded and later coded for leadership actions performed by
students within each group. The actions were categorized into one of five identified
leadership functions: turn management, argument development, planning and organizing,
topic control, and acknowledgment. A dominant leader was identified in half of the
observed groups. All but one of the groups shared leadership functions among members

26
to some degree. In a key finding the researchers reported that the "frequency of
leadership moves increased with the progression of the discussions, suggesting that the
emerging leaders were learning how to lead" (p. 75). These findings show that student
leadership can develop unassisted. This illustrates that a formal student leadership
curriculum does not need to be present for student leadership to develop.
Teachers do, however, play a role in student leadership development. Chapman,
Toolsie-Worsnup, and Dyck (2007) investigated the effects of student leadership in
schools. The researchers began by analyzing current research and defining student
leadership. They point to a need for more research on the subject and illustrate the
changing nature of all types of leadership. Participative leadership and distributed
leadership are emerging as new norms. Student leadership is just beginning to be linked
to academic achievement. The results of this study showed a strong correlation between
teacher attitudes toward student leadership and student leadership development:
Results of the study showed that if educators did not have a belief in the
potential of leadership for all students, conditions were not constructed for
leadership to occur. Though most educators provided opportunities for all
student populations to practice leadership, by differentiating the tasks and
expectations, 11% to 36% of teachers felt that not all students could or
should lead. (p. 2)
These results warn that teachers must be vigilant in constructing leadership opportunities
to ensure equitable opportunities for all students.
Lagesten (2007) developed, implemented, and evaluated a student leadership
program for an elementary library. The process began by creating a sense of community.
Students were given t-shirts and name tags to help build group identity. Formal training
gave the students the necessary tools to be effective in their assigned leadership roles.
The mixed-methodology indicated that students felt a sense of community and pride in

27
their leadership tasks. Additionally, the library reported an increased number of
checkouts than a similar library in a different school. The author reported that the
students were partners in the education process and shared the responsibilities for part of
their education.
Student perceptions of leadership in college were the focus of research conducted
by Logue, Hutchens, and Hector (2005). This study endeavored to describe the subjective
experiences of six participants from a large, southeastern university. Although the small
number of participants limits the study the findings mirror similar studies. Student
interviews revealed that college students may "experience leadership differently based on
the organization and its cultural context" (p. 403). The researcher suggests that college
students be given some training or guidance before choosing organizations with which to
affiliate.
The Journal of College Student Development published a study by Thompson
(2006) in which the researcher identified the strongest influences on student leadership
process development at the college level. The researcher presented a body of research
that indicated students' attitudes prior to entering college play a large role in leadership
interests during college years. For this study the researcher used third and fourth year
students at a private liberal arts institution; 809 students participated. The instrument used
was a web-based version of the LABS-III that was available to the participants online for
10 days. The researcher reported findings that indicate the "strongest contributing college
resources to students' belief systems regarding leadership in the current study were
interactions and experiences with faculty, administrative support staff, and peers" (p.
346).

28
Shertzer et al. (2005) investigated college student perceptions of four dimensions
of student leadership: importance of leadership, perception of self as a leader, expected
importance of leadership after college, and importance of group work to a leader. The
authors cited many benefits of student involvement in an educational setting:
Involvement helps connect students to their institution, and fosters many
positive relationships and learning opportunities not available within the
classroom. The benefits of student involvement can be substantial.
Students who become involved in one organization or activity often
become involved in others, and develop increasing pride in their
institution, (p. 85)
The differences between the industrial paradigm and post-industrial paradigm are also
defined and evaluated. The post-industrial paradigm focuses on relationships, change,
and leadership availability applied to the research proposed herein. The authors also
disagreed with some of the findings of Posner. Shertzer and his colleagues found
significant differences in leadership perceptions with regard to demographics. This paper
presents issues to consider. The relationship between leadership and demographics as
well as sense of self as a leader will need consideration in the proposed research.
Posner (2004) designed a student leadership development instrument to fill a void
in education research. He posited that leadership is skill that must be taught and practiced
and that an educational setting is the appropriate place for this learning. Of 68 leadership
instruments evaluated by Posner only two were specific to student populations. The
application of Posner's instrument at the college level was revealing. Student leaders, for
example, did not change leadership behavior regardless of the presence or absence of
compensation. Further, gender, race, age, and semester in school did not relate to
leadership practices. Students returning to positions of leadership from a previous year,

however, exhibited better leadership practices. The lack of recent and relevant studies at
the college level indicates that this is an under researched subject. The development of
this instrument by Posner shows, however, that it is a subject of interest.
Another recent study focused on evaluation of a specific leadership development
program. Chan (2003) investigated the effectiveness of the Chinese University Creative
Leadership Training Program (CLTP) on students in Hong Kong. The study included 116
Chinese high school age students and assessed their leadership characteristics and levels
of divergent thinking. Although the study is severely flawed, the results are in line with
similar studies. The study concluded that the CLTP participants increased in confidence
measures related to communication, public speaking, regulating emotions, and social
problem solving. The study had several flaws. Students not participating in the CLTP
were not assessed. The CLTP participants were assessed repeatedly within a 6 week
period. The measurement instruments were translated into Chinese and adapted to fit the
study without a pilot study.
Summary and Conclusion
This chapter highlighted recent research in the area of student leadership in
classroom management. Related research falls into three categories. The first section
focused on classroom management. The second section of this chapter focused on student
leadership in classroom management and instructional methods. The final section of this
chapter presented research on student leadership. An evaluation of this current research
demonstrated a clear gap in existing knowledge. Only one study directly links student
leadership to classroom management and student achievement.
In addition to the absence of this type of research, there are specific indications

30
from recently published researchers encouraging others to expand the existing body of
knowledge. These authors acknowledged the existing works and focus on gaps therein.
"Abundant evidence of an extensive literature on general adult leadership exists"
(Dempster & Lizzio, 2007, p. 278). There is a need for more research in student
leadership and achievement, especially at the high school level. "Literature is scant on
student leadership" (Chapman, Toolsie-Worsnup, & Dyck, 2006). Dempster and Lizzio
(2007) asserted that a waning interested in civic participation is a reason for the decline in
interests in community leadership and urge more research. Other researchers also point to
a need for research in student "perceptions of the classroom environment, and the
relationship to achievement levels" (Rayneri, Gerber & Wiley, 2006, p. 115). Dobinson
(2001) suggested new research focus on student leadership in specific environments of
adolescents. Kamps et al. suggested research related to classroom participation, a part of
student leadership in classroom management. Posner (2004) identified a great need for
new research in student leadership. The author says, "Studies examining the impact of
various leadership development programs and classes.. .would assist greatly in
understanding just how leadership is developed" (p. 454). These suggestions for
contemporary researcher indicate that a study of student leadership as part of classroom
management and the effects on student achievement was necessary and relevant research.

31
Chapter 3: Research Methodology
Statement of the Research Problem
The objective of this study was to address research questions relating to student
leadership and classroom management. The researcher believed that students would
report higher grades and higher success in classes that included student leadership in
classroom management. Current trends in education present a need for teachers to use
research based methods in instruction and classroom management (Hardman & Dawson,
2008). Student outcomes are the gold standard of success in education and there is a lack
of current research in this area (Hay & Dempster, 2004; Posner, 2004). Although
business productivity is directly linked to leadership there are few similar studies in
education (Northouse, 2007). Classroom management and student leadership are topics
for which little current research exists (Posner).
Research Questions
Current research illustrates the importance of student leadership, classroom
management, and student achievement. This study seeks to connect these concepts and
provide high school teachers with quantitative research to support student leadership as a
classroom management technique for improving student achievement.
1. Does using student leadership in classroom management alter students'
perceived success in that class?
2. Is there a relationship between the use of student leadership in classroom
management and student reported grades?
Classroom management textbooks rarely include references to student leadership
(Kellough & Kellough, 1996; McLeod, 2003; Wong, 2004). Although many teachers

32
may already use some forms of student leadership within their classrooms, this study
validates those methods. Further, for teachers who disregard the use of students as leaders
within the classroom, this study illustrates the importance of including these methods as a
research based instructional tactic designed to improve student achievement. This study
contains the following hypotheses.
Hypothesis 1: Students will report success in classes using student leadership as
part of classroom management more often than in classes not using this technique.
Hypothesis 2: Students will earn higher grades in classes using student leadership
as part of classroom management than in classes not using this technique.
Current literature clearly illustrates a need for research of student leadership and
student achievement in secondary schools. This study helps identify the relationship
between student leadership in classroom management and student achievement by
building on existing findings of the importance of these factors in educational settings.
Research Method and Design
The researcher approached administrators at three districts: one rural, one small
city, and one metropolitan. These three schools selected from convenience had policies
allowing the administration to give permission for the students to participate in surveys.
The research was conducted in one phase at each of the three schools included. The study
included: one rural school; North Miami High School, one town school; Peru High
School, and one urban school; Kokomo High School. Participants were randomly
selected from the entire student population in grades 9-12. A random sample of 50
students from each school, for a total of 150, was asked to complete the survey. In total,
102 students participated in the survey. The survey instrument collected quantitative data.

33
A random sample of high school students provided 50 students from each school. Using
50 participants from each school allowed for some non-respondents while still ending
with a final participant number of larger than 100. A sample size of 100 is sufficient for a
large population (Alreck & Settle, 2007). A random sample increased the validity and
accuracy of the data collected (Gall, Gall, & Borg, 2007). The validity and accuracy of
data collected from a truly random sample is preferred over other methods. To conduct
this random sample a list of all current students at each school was used. A random
number generator was used to determine the first participant and then an Nth name
sampling procedure was used.
The researcher retained copies of written permission from each superintendent
involved in the study. Students at each school had an equal opportunity to be selected to
participate. The online survey clearly explained that students' participation was
completely voluntary and that there were no incentives to participate and no punishments
for declining. The students may have chosen to quit the survey and return to class at any
time they chose. Additionally, students were not asked to enter any specifically
identifying information, thereby ensuring their anonymity. Because student reported
grades have been shown to be reliable there was no need collect identifying information
(Smythe & Hess, 2005). At the conclusion of the data collection from participants at each
of the three schools the data was downloaded from the password-protected account on the
secure server to the researcher's computer.
Research Setting
The setting for this proposed study included students enrolled in public schools in
Indiana in grades 9-12. This total population, as of 2006, was 310,520

34
(SchoolDataDirect, 2008). These students were distributed in 252 high schools (Indiana
Department of Education, 2009). Three specific schools were included in this study. To
ensure a diverse and representative population in the sample, one metropolitan district,
one town district, and one rural district were used. The population in this study presented
some specific challenges. This was a large population with very specific demographics.
Different districts had different procedures for granting permission for research studies of
students. For these reasons a mixed approach was used. Schools that were included in the
study were from a convenience sample. When a random sample is difficult or impossible
to reach a convenience sample may be used (Alreck & Settle, 2004).
Participants
The population for this study was public school students in grades 9-12. Available
data from 2006 shows this population to be 310, 520 (SchoolDataDirect, 2008). For this
study the researcher approached administrators at three districts: one rural, one small city,
and one metropolitan. These three schools selected from convenience had school district
by laws and policies in place allowing the administration to give permission for the
students to participate in surveys. The superintendents at each district had discretion to
approve surveys that meet their districts' ethical guidelines without school board
approval. Including participants from a wide range of public school settings will allowed
comparisons between school sizes. This also widened the applicability of the results.
Once three district superintendents had given approval for the research to be
conducted the researcher contacted the school principals at each high school to arrange
for sampling and testing. The guidance department at each school was involved to
provide a complete listing of students in grades 9-12. A random sample increased the

35
validity and accuracy of the data collected (Gall, Gall, & Borg, 2007). The validity and
accuracy of data collected from a truly random sample is preferred over other methods.
To conduct this random sample a list of all current students at each school was used. A
random number generator was used to determine the first participant in each list. Then an
Nth name sampling procedure was used. The total number of students on each list
provided to the researcher was divided by 50 and that number was rounded to the closest
whole number. After locating the beginning name from the random number generator the
Nth name number was used to continue through the list. A random sample of high school
students identified 50 students from each school. Using 50 participants from each school
allowed for some non-respondents while still ending with a final participant number of
larger than 100.
The nature of the study did not require parental consent be obtained for students
under the age of 18. Parents were notified in advance through each school that a study
was going to be conducted and a random sample of students would be included. The
parents were provided with contact information if they chose to opt-out of participation.
Additionally, each school district had individualized requirements for obtaining
permission to survey students. The researcher preliminarily and informally spoke with
administrators at three schools meeting the criteria of this study. These administrators,
and their school board policies, indicated that the superintendent of each district has the
ability to approve surveys. The questions in the survey were not controversial or sensitive
and the researcher did not anticipate any significant problems obtaining permission to
conduct the study.
Of the 150 requested students, 102 participated. Of these participants 43.6% were

36
from the rural school, 38.6% were from the small town school, and 17.8% were from the
urban school. Males made up 45% of participants with the remaining 55% identifying as
females. Freshman accounted for 30.7%, sophomores for 26.7%, juniors for 22.8%, and
seniors made up 19.8% of the sample. This data is representative of the population.
Materials/Instruments
This study used the Student Leadership Survey. This survey instrument was
developed by the researcher. The construct validation process started with qualitative
inquiry and moved to quantitative inquiry. To begin, the researcher conducted informal
interviews with 21 students from a convenience sample. The researcher took notes on the
types of activities students identified as student leadership. Next, the researcher
conducted informal classroom observations in a variety of subject areas. The operational
definition of student leadership for this study says that student leaders "occupy positions
of responsibility in coordinating the activities of the members of a group in their task of
attaining a common goal" (Stogdill, 1974, p. 76). This definition was the framework used
to create a list of activities from these classes.
Next, the researcher conducted formal student interviews and the transcripts were
analyzed using Conceptual Analysis. Although somewhat subjective, the following steps
were taken to increase validity (Colorado State University, 2008). The level of analysis
was individual words, not phrases. An interactive set of categories allowed flexibility as
the transcripts were coded. Individual words were coded for frequency in these
interviews. Coders were permitted to generalize a great deal. Translation was acceptable
for slang or colloquial words. The primary task was to identify the number of positive or
negative words associated with using or not using student leadership as part of classroom

37
management. The secondary task was to identify types of student leadership activities
identified. Other words were deemed irrelevant. Coding was done by hand for these
interviews.
This data was used to create a preliminary written survey instrument. This
preliminary survey instrument was administered to a small convenience sample of 5
participants. Using paper copies of the survey each participant answered the
questionnaire and were encouraged to include qualitative information in the margins. At
the completions of the survey participants were informally asked to provide qualitative
feedback on the survey. Specifically, participants were asked to explain their
understanding of student leadership activities. This new data was used to create the
survey instrument used in the pilot study.
Before proceeding with the current study a pilot study was conducted to verify the
validity and accuracy of the instrument. The pilot study used a convenience sample of 10
students from the small town school. These students were asked by the researcher to
complete the survey online and then participate in a recorded focus group discussion of
the survey. The students completed the survey in the same format and setting as the
actual study. Students then participated in a group discussion led by the researcher. In this
discussion each question was read aloud and students were asked to comment and the
meaning, clarity, and understanding of the question. There were two identified
deficiencies in the pilot survey: one spelling error and one item that was unclear. Two
participants did not realize the second set of questions was referring to a different class.
All participants were asked how this could be stated more clearly. The students suggested
adding a separate page to the survey that clearly explains the next set of questions is

38
about a different class. This change was made, along with the spelling correction. No
other problems were identified. The participants articulated a clear understanding of the
survey questions as they related to the theoretical framework.
The final instrument began with three demographic questions. These questions
collected data regarding: school attended, grade level, and gender. The next set of
questions asked participants to consider a course they have taken that included high
levels of student leadership. Students were then asked to identify which subject area the
class best fits. This question helped ensure that students are focused on a specific class.
This increases the validity of the study. The survey then continued to collect data on
student feelings of interests, perception of student leadership activity frequency, feelings
of success, and final grade in that course. Next the survey instrument asked the
participants to consider a class they have taken that used little or no student leadership.
The same questions used in the previous section of the survey were asked again in
reference to the class that included little or no student leadership.
Paired-samples t tests were conducted to evaluate the construct validity of the 12
leadership items in the questionnaire. Construct validity demonstrated if there was a
significant difference between the two groups of classes for each item in the
questionnaire. The group of classes perceived to allow frequent student leadership and
participation was referred to as Group 1. The group of classes perceived to allow little or
no student leadership and participation was referred to as Group 2. Significant differences
between the two groups of classes were demonstrated for 9 of the 12 items in the
questionnaire. Students passed back papers, Students helped take attendance, Students
demonstrated something for the class, Students explained something for the class,

39
Students led discussion, Students worked in Groups, Students helped teacher with
equipment, Students worked with other students 1-on-l, and Other student participation
demonstrated significant results.
Internal consistency reliability and factor analyses were then conducted on the
nine items that were shown to discriminate between the two groups of classes.
Table 1. Paired-samples ?test comparisons of individual items
Question
Trade and grade
homework
Students collected
papers
Students passed
back papers
Students helped
take attendance
Students
demonstrated
something for
class
Students
explained
something for
class
Students led
discussion
Students worked
in groups
Students taught a
lessson
Students helped
teacher with
equipment
Students worked
with other
students 1 on 1
Mean for
class
positively
perceived
2.23
2.39
2.50
2.06
2.69
2.76
2.33
3.72
1.62
2.91
3.13
Mean for
class
negatively
perceived
2.37
2.22
2.18
1.62
2.03
2.22
1.95
2.84
1.43
1.94
2.51
t value
t{99) = -.82
/(99) = 1.07
t(99) = 2M
<99) = 3.12
t(99) = 5.00
^(99) = 4.26
<99) = 2.51
/(97) = 6.18
r(98) = 1.65
/(99) = 6.56
f(98) = 4.90
Significance
p = A
p = 29
/? = .04
p<m
/?<.001
£<.001
p = S
p < .001
p = A0
/?<.001
/?<.001
Significant?
No
No
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Other student 3.00 2.00 r(73) = 6.54 /X.001 Yes
participation or

40
leadership
To demonstrate internal consistency reliability, each group of nine items was
analyzed for its alpha coefficient. Cronbach's alpha for Group 1 was .70. Cronbach's
alpha for Group 2 was .83. Additionally, a factor analysis was conducted to develop and
validate the variable constructs in the questionnaire. For Group 1, three components were
found with eigenvalues greater than 1. As there were no steep drops in the Scree plot
after the first factor, the questionnaire for Group 1 was analyzed in terms of three factors.
The three factors consisted of the following questionnaire items: Factor 1. Alpha = .62
Students helped take attendance and Students helped teacher with equipment; Factor 2.
Alpha = .68 Students passed back papers, Students demonstrated something for class,
Students explained something for class, and Students led discussions; Factor 3. Alpha =
.63 Students worked in groups, Students worked with other students 1 on 1, and Other
student participation or leadership.
Figure J. Scree plot indicating component analysis for Group 1, classes perceived
positively in terms of student participation and leadership.

41
Scree Plot
Component Number
For Group 2, three components were found with eigenvalues greater than 1. A relatively
moderate drop was found in the Scree plot after the second factor. Analyzing the
questionnaire in terms of two factors produced the following: Factor 1. Alpha = .71
Students passed back papers and Students helped take attendance; Factor 2. Alpha = .75
Students demonstrated something for class, Students explained something for class,
Students led discussions, Students worked in groups, Students worked with other students
1-on-l, and Other student participation or leadership. The questionnaire item, students
helped teacher with equipment, loaded equally on both factors.
Figure 2. Scree plot indicating component analysis for Group 2, classes perceived
negatively in terms of student participation and leadership.

42
Scree Plot
Factor Number
Because the evidence for more than one factor in either Group 1 or Group 2 is weak, the
scale is presented in terms of one factor for both Group 1 and Group 2, including 9 of the
12 items that were originally included in the questionnaire.
Procedures
This study used a questionnaire (see Appendix A) administered to a random
sample of high school students in districts chosen by convenience. The study was
administered online as every school has computer labs with Internet access. Because the
participants typically use the Internet in this setting the use of online questionnaires is
acceptable (Alreck & Settle, 2004). The guidance department at each school was
involved to provide a complete listing of students in grades 9-12. A random sample

43
increased the validity and accuracy of the data collected (Gall, Gall, & Borg, 2007). The
validity and accuracy of data collected from a truly random sample is preferred over other
methods. To conduct this random sample a list of all current students at each school was
used. A random number generator was used to determine the first participant in each list.
Then an Nth name sampling procedure was used. The total number of students on each
list provided to the researcher was divided by 50 and that number was rounded to the
closest whole number. After locating the beginning name from the random number
generator the Nth name number was used to continue through the list. A random sample
of high school students identified 50 students from each school. Using 50 participants
from each school allowed for some non-respondents while still ending with a final
participant number of larger than 100. The nature of the study did not require parental
consent be obtained for students under the age of 18. However, parents were notified in
advance through each school that a study was going to be conducted and a random
sample of students were be included. The parents were provided with contact information
if they chose to opt-out of participation.
Once a time and location were agreed upon by the school administration and
researcher the participants were notified of their selection for the survey via office pass.
These passes were filled out in advance by the researcher or school staff and were
delivered to the participants by typical building procedures. The researcher was present in
the computer lab and had the survey loaded to the beginning consent page for each
participant. The researcher secured the lab during the duration of the survey
implementation to ensure that only selected participants had access to the lab and that
participants were not assisted, coerced, distracted, et cetera. Participants signed in on a

44
sheet for school attendance purposes and then proceeded to a prepared computer to
complete the survey. The participants remained anonymous with regard to data collected.
The researcher maintained the sign in list of participants in a secure location for thirty
days for reference had the school required proof of a student's whereabouts. The survey
instrument did not ask any information that would identify a specific participant. The
survey software within SurveyMonkey did not record any identifying information from
the participants. The survey responses were maintained on a password-protected secure
computer server. The survey was designed by the author and underwent a pilot study to
ensure accuracy and validity.
The methodology for the pilot study included ten students from the town district
high school. Students were selected from a convenience sample. Participants completed
the survey in the same manner the final sample completed the survey. Immediately after
the conclusion of the survey the students participated in a group discussion. This
discussion was recorded. The researcher moderated the group. The questions for this pilot
study interview group asked students about clarity of questions, choices, and assumptions
of definitions of student leadership and classroom management. These responses were
used to make minor changes to the survey instrument before the commencement of the
quantitative survey of the larger sample.
Once the pilot study was completed the survey was adjusted to ensure high
validity and reliability. The author did not encounter significant issues with non
respondents. The incentive of leaving the classroom to complete this survey may have
been enough to ensure high numbers. One ethical concern is that students may have felt
pressured to participate because the survey happens within the structured school day.

45
This was addressed within the introductory pages of the survey to ensure students were
aware of their rights and options.
This survey was designed to collect quantitative data for analysis. The three
leading demographic questions helped determine the students' age, gender, and school
size. Questions 1-2, 6-7 helped determine knowledge of the issues. Awareness and
knowledge should be determined first before further data can be collected (Alreck &
Settle, 2004). This increased validity of responses. These questions ensured that the
student is focused on a specific class. All courses offered at the schools available for
sampling fit into one of these categories. Questions 2, 4, 7, and 9 used a Likert scale.
Using a Likert scale allowed data to be compared between participants. Likert scales are
powerful and accurate (Alreck & Settle). Questions 3 and 8 used a linear, numeric scale.
Using an equal interval scale allowed the data to be collected uniformly (Alreck & Settle,
2004). Question 10 used an implicit scale. This standard grading scale is part of the
culture of schools and is commonly understood by the participants. Using quantitative
research increased replicability through a highly structured methodology. Using a
sufficiently large sample size increased reliability. Errors in coding were mitigated by
using Internet based survey software that collects data for analysis. This eliminated the
process of reading, interpreting, and imputing data into data analysis software. These
methods increased validity of data. Students, however, had the opportunity to add
qualitative information at the end of this survey. Very few chose to do this. This
qualitative data was used to indicate areas of further research. This study assumed
students have had experiences in a variety of classrooms that use varied classroom
management techniques and that students were cognizant of these techniques.

46
At the conclusion of the data collection from participants at each of the three
schools the data was downloaded from the password-protected secure server to the
researcher's computer. The researcher's computer was not networked with other
computers and was taken offline during the data analysis process to ensure security of the
process. The data was electronically analyzed using SurveyMonkey and SPSS. Data was
first analyzed to determine frequency of demographics including school, gender, and
grade level. Data was then analyzed to determine the relationship between student
reported grades, student reported success, and student leadership in classes. The data was
also analyzed to determine if there is a relationship between the frequency of student
leadership and the subject area.
Methodological Assumptions, Limitation, and Delimitations
These research assumptions are an inherent part of the research design. Every
effort was made to ensure that results were reliable and valid. The researcher assumed
that all participants completing the quantitative survey were forthright and unbiased in
their responses. The researcher also assumed that every student has some level of active
or passive experience with student leadership as part of classroom management. Further,
the researcher assumed that students will have recognized student leadership in classroom
management when it was present.
Limitations existed within this study. The non-experimental nature of this study
did not allow the variables to be unequivocally linked. Time and geographic constraints
limited the participants to three high schools in northern Indiana. The data derived from
these participants may not be applicable to a larger audience. Further, this study only
accounted for student perceptions of student leadership as part of classroom management.

47
Some teachers may employ these methods in ways students are not directly aware.
Another primary limitation of this study was the ability of one researcher. One researcher
was clearly limited in the amount of time and resources that were available. A second and
related limitation is that of geography. The participants were geographically close to the
researcher's locale. This quantitative research study was conducted using student
participants from three public high schools in north central Indiana. The sample size of
100 was large enough to represent the population.
Ethical Assurances
The non-experimental nature of this study implies that there were very few ethical
concerns present. The subject matter was non-controversial and participants were at
minimal risk for choosing to reveal their answers to the questions within the survey.
Using a survey to collect quantitative data further mitigated the risk to participants.
Northcentral University required this research to be approved by the Internal Review
Board. Further, each individual school district had policies in place to review research
prior to student participation. The researcher retained copies of written permission from
each superintendent involved in the study. Students at each school had an equal
opportunity to be selected to participate. The online survey clearly explained that
students' participation was completely voluntary and that there were no incentives to
participate and no punishments for declining. The students may have chosen to quit the
survey and return to class at any time they chose. Additionally, students were not asked
to enter any specifically identifying information, thereby ensuring their anonymity. The
researcher's contact information was also available via the administration office for each
district.

48
Summary
No Child Left Behind (NCLB), Research Based Instruction, and similar initiatives
are increasing the need for teachers to use proven and effective methodologies for
teaching and managing classrooms (Hardman & Dawson, 2008). This study was designed
to investigate the relationship between a specific classroom management technique and
student achievement and to determine whether including student leadership in the
classroom management model has any effect on student reported success or grades.
Determining the effect of this specific technique allows teachers to consider the benefits
or drawbacks of using it in their own classroom. This study used a theoretical framework
based on the work of Li et al. (2007) and Dobinson (2001). The framework rests on the
premise that teachers that employ more student leadership within their classes can
increase student achievement.

49
Chapter 4: Findings
Overview
The findings in this chapter were derived from the Student Leadership survey
developed and piloted by the researcher. The research was conducted in one phase at
each of the three schools included. The study included: one rural school; North Miami
High School, one town school; Peru High School, and one urban school; Kokomo High
School. Participants were randomly selected from the entire student population in grades
9-12. A random sample of 50 students from each school, for a total of 150, was asked to
complete the survey. In total, 102 students participated in the survey. The survey
instrument collected quantitative data. This instrument was developed by the researcher
and pilot tested before implementation of the full study. This survey also included options
for the participants to explain further. Few participants chose to use these options and the
data collected from those responses will be used in discussion to support the quantitative
findings. The quantitative survey was designed to answer two research questions.
Question 1: Does using student leadership in classroom management alter students'
perceived success in that class? Question 2: Is there a relationship between the use of
student leadership in classroom management and student reported grades?
Findings
The survey instrument was delivered electronically through SurveyMonkey.
Overall, there were 102 participants representing three high schools; one rural school, one
town school, and one urban school. Analysis of the quantitative data was completed using
a Likert scale through the SurveyMonkey interface and SPSS. A cross tabulation was also
used determine if significant variances existed between the demographic groups. The

survey focused on three areas of data: demographic information, student perceptions of a
class with high levels of student leadership, and student perceptions of a class with low
levels of student leadership.
Demographic information was collected in the first three questions of the
instrument. Table 1 shows the first demographic questions revealed that of 102 total
participants 43.1% of responses came from the rural school, 38.2% of responses were
from the small town school, and the remaining18.6 percent of responses came from the
urban school.
Table 1.
School Attended
Which school do you attend?
Answer Options
North Miami Jr/Sr High School
Peru High School
Kokomo High School
Response
Frequency
43.1%
38.2%
18.6%
answered question
skipped question
Response
Count
44
39
19
102
0
The overall sample size meets the expectations of the researcher as outlined in Chapter 3.
The next two demographic questions focus on gender and grade level. This
information helps ensure the validity of the random sample and may be useful in deeper
analysis of the data. Of the 101 participants that completed this item 46, or 45.5%, were
male and 55, or 54.5%, were female, as demonstrated in Table 2. These totals are
acceptable for a random sample.

51
Table 2.
Gender
What is your gender?
Answer Options
Male
Female
Response
Frequency
45.5%
54.5%
answered question
skipped question
Response
Count
46
55
101
1
Table 3 indicates the grade level distribution of the participants. Freshmen made up
30.4%, sophomores 26.5%, juniors 23.5%, and seniors 19.6%. The variance between
grade levels is minimal and insignificant.
Table 3.
Grade Level
What is your grade level?
Answer Options
9th/Freshman
lOth/Sophomore
llth/Junior
12th/Senior
Response
Frequency
30.4%
26.5%
23.5%
19.6%
answered question
skipped question
Response
Count
31
27
24
20
102
0
Participants were asked to identify a class they have taken that included high
levels of student leadership. Figure 4 shows which subject areas student chose. Physical
education (22.5%) and Science (21.6%) were most frequently identified for including
student leadership and. Business (2%) and Industrial Technology (3.9%) were the least
frequently identified subjects for high levels of student leadership. There is a clear divide
in the types of courses most often identified as including frequent student leadership and
those rarely identified in this table.

52
Table 4.
Subject with Frequent Leadership
Think of a high school class you have taken that included frequent student
participation and student leadership. Which choice best describes the subject area of
this class?
Answer Options
English/Language
Math
Science
History/Social Studies
Business
Fine Arts
Family & Consumer Science
Industrial Technology
Physical Education
Response
Frequency
18.6%
12.7%
21.6%
5.9%
2.0%
7.8%
4.9%
3.9%
22.5%
answered question
skipped question
Response
Count
19
13
22
6
2
8
5
4
23
102
0
Table 5 shows that 69.3% of students agreed or strongly agreed that they were interested
in the course with high levels of student leadership. Disagree or Strongly Disagree was
selected by 13 participants. Of the 101 respondents to this question, 18 indicated a
Neutral reaction to the statement of interest.
Table 5.
Interest in Class with Frequent Leadership
Please make a selection to show how much you agree or disagree with this
statement: I felt interested in this class.
Answer Options
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
Response
Frequency
5.9%
6.9%
17.8%
46.5%
22.8%
answered question
skipped question
Response
Count
6
7
18
47
23
101
1
Participants were asked to identify the frequency with which specific student leadership
activities occurred in the class each student previously identified as including high levels

53
of student leadership. Table 6 shows the results.
Table 6.
Occurrence of Activities in Class with Frequent Leadership
Please indicate how often each activity occurred in this class. If an activity happened daily, make a
selection from the right. If an activity never happened, make a selection from the left.
Answer Options
Trade & Grade Homework
Students collected papers
Students passed back papers
Students helped take
attendance
Students demonstrated
something for the class
Students explained something
for the class
Students led discussion
Students worked in groups
Students taught a lesson
Students helped the teacher
with equipment
Students worked with other
students 1-on-l
Other Student Participation or
Leadership
Never
46
37
32
48
21
16
32
3
61
16
9
17
Rarely
16
22
20
24
21
23
27
10
25
23
15
10
Sometimes
22
17
23
13
35
35
26
23
10
32
40
27
Often
7
18
21
7
19
25
11
40
2
16
30
14
Daily
11
8
6
9
6
3
6
24
3
15
8
15
Response
Count
102
102
102
101
102
102
102
100
101
102
102
83
Tables 7 and 8 show participants answers to feelings of success and grade
received in the identified class. When participants were asked to what degree they agreed
they felt successful, 82.2% agreed or strongly agreed. This strongly contrasts the 8.9% of
participants that indicated they disagreed with the sentence: I felt successful in this class.
Table 8 shows that 49% of participants received an A, 39.2% received a B, 2.9% received
a C, and 8.8% received a D or F in the class with high levels of student leadership. These
findings indicate that not all students reporting they received an A agreed they felt
successful. Overall, students reported high levels of interest and high grades in classes
identified as including frequent student leadership. These findings are significant and
help answer both research Question #1 and Question #2.

Table 7.
Success in Class with Frequent Leadership
statement: I felt successful in this class.
Answer Options
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
Response
Frequency
1.0%
7.9%
8.9%
52.5%
29.7%
answered question
skipped question
Response
Count
1
8
9
53
30
101
1
Table 8.
Grade in Class with Frequent Leadership
Which option best fits the grade you received in this class?
Answer Options
A
B
C
D
F
Response
Frequency
49.0%
39.2%
2.9%
7.8%
1.0%
answered question
skipped question
Response
Count
50
40
3
8
1
102
0
The survey then asked participants to think of class they have taken that included
little or no student leadership. The students were asked to identify the subject area of the
course. Figure 9 shows the participant responses. Math and English were identified by
56% of respondents as having little or no student leadership. Three of the four most
identified subjects were identical to those also identified as frequently using student
leadership. This is significant and will be discussed later in this chapter.

55
Figure 9.
Subject with Infrequent Leadership
Think of a high school class you have taken that included little or no student
participation or student leadership. Which choice best describes the subject area of
this class?
Answer Options
English/Language
Math
Science
History/Social Studies
Business
Fine Arts
Family & Consumer Science
Industrial Technology
Physical Education
Response
Frequency
21.0%
34.0%
13.0%
16.0%
3.0%
7.0%
2.0%
3.0%
1.0%
answered question
skipped question
Response
Count
21
34
13
16
3
7
2
3
1
100
2
Table 10 demonstrates that 38.8% of participants disagreed with the statement: I
felt interested in this class. In contrast only 7.4% of students indicated they strongly
agreed with the same statement. These numbers show that students were significantly less
interested in classes they identified as including little or no student leadership.
Table 10.
Interest in Class with Infrequent Leadership
statement: I felt interested in this class.
Answer Options
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
Response
Frequency
20.2%
18.1%
34.0%
20.2%
7.4%
answered question
skipped question
Response
Count
19
17
32
19
7
94
8
Table 11 shows student perceptions of frequency of student leadership and

The Impact Of Student Leadership In Classroom Management On Student Achievement

The Impact Of Student Leadership In Classroom Management On Student Achievement

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