3.4.6 Persistence Log
by Carol Atnip (Consultant, Developmental Mathematics)
Three obstacles to student success often cited by post-secondary faculty are attendance, punctuality, and class participation. Most students who do not consistently attend class either under-perform or fail the course. Non-punctual students disrupt class, are not ready to perform, and often disrespect other established rules. These behaviors are particularly common for “at-risk” students who do not recognize the importance of establishing successful habits and attitudes. The persistence log described in this module is a tool that helps create a classroom culture that values personal engagement in learning and rewards habits associated with academic success.
 

The Persistence Log

The persistence log is a tool that tracks student preparation, participation, and application of skills in an efficient, visual chart. The persistence log maps student progress in establishing a successful pattern in three critical stages of learning: pre-class preparation, in-class participation, and post-class activity (homework). The persistence log can be easily integrated in the course assessment and evaluation systems. In an assessment context, students use the persistence log to record data on course effort that can serve as the basis for student-instructor dialogue. In an evaluation context, the persistence log provides evidence that students are establishing successful student habits, and these behaviors can be rewarded in the course grade (Ellis, 1994).

Classroom Implementation

The persistence log is a record of the history of student effort. Students earn a check for coming to class prepared, participating in class activities, and doing homework. One bonus point is typically awarded after a student gets five checks in a row. Earning this bonus requires a student to come to class prepared, participate, do homework, and then come to class prepared and participate again, thus establishing a positive pattern and a better foundation for academic success. If a student misses an assignment or class, he or she must begin again to earn five checks in a row to receive a bonus point. Table 1 contains a partially completed Persistence Log and illustrates both of these scoring principles.

Each student is responsible for his or her own log. To ensure integrity of the form, each time a student earns a point the instructor initials it. After several weeks, the student and facilitator have a concrete, visual map of the student’s persistence. If there are many “holes” in the log, both student and facilitator can pinpoint the problem and design an action plan to remedy the situation. The persistence log can be adapted to fit many types of classes.

Table 1   Partially Completed Persistence Log

Date

Preparation

Participation

Skills

Bonus

Sign

1/14

X

X

0

1/16

X

X

X

1

CA

1/23

O

X

X

0

1/28

X

X

X

1

CA

Implementation Tips

Being in class on time is the first step in preparing for class. The persistence log can reflect a student’s basic preparation by being on time and ready to go, as well as more sophisticated preparedness, such as having done the required outside readings. The suggestions listed below can be used to gauge preparation, participation, or application of skills, thus earning a student a check in a particular category and rewarding him or her for good performance. Note: most of the suggestions were compiled from experienced facilitators at a Pacific Crest Developmental Math Institute at the University of Louisville in August, 1998.

“The first time I implemented the persistence log into three pre-algebra classes my completion rate averaged 72% with the highest class reaching 85%. The students who persisted passed the course. I continue to have good success with the log.”— Carrye Wilkins, Jefferson Community College, Louisville, KY

Suggestions for Enhancing Preparation

  1. Provocative daily question. Before class, the facilitator posts a question on the board. The question should be relevant to that class or the previous class. As the class begins, the question is erased. The facilitator then returns to the question at the end of the class period. Grading or assigning points is optional, but is suggested for lower-level courses.

  2. Warm-ups. The facilitator begins each class with a two-minute oral drill of questions from the assigned reading(s) or material from the previous class. The questions should be short answer or yes/no in order to maximize the number of questions in the time allowed. Students should know that the questions are important enough to be on the next exam.

  3. Group work. Points are awarded to the first group whose members are all present and ready to begin to work. Group members will quickly see the value of being prompt and ready, which will put added pressure on students to get to class on time.

  4. Pre-class study groups. The facilitator arranges a location for pre-class study groups to meet just prior to a class. The facilitator occasionally supplies pertinent class information to the groups present, such as the announcement of a quiz. Students will quickly see the value of getting information from attendees before class starts. Transfer of information to non-group attendees can be made only before class begins.

Suggestions Enhancing Participation

  1. Quizzes, one-minute papers, and attendance sheets. These are all good ways to hold students accountable for each day’s work. Daily participation and attendance are especially important for students who have not learned the relationship between attendance and class performance. The facilitator should emphasize the importance of attendance and let students know that attendance will be checked. In-class work can be used as documentation of attendance (Angelo & Cross, 1993).

  2. Web support. Announcements and updates can be posted on the facilitator’s web page before class or made ready for distribution on a handout. Updates can be referred to during class without taking away great amounts of class time. Alternatively, the facilitator can consider asking questions about information that can only be found on the course web site.

  3. Vary classroom routines. Facilitators should not allow their classes to become routine. For example, the beginning of class should vary. Also, students’ papers can be returned as discretely as possible, preferably while students are involved in other tasks.

  4. Student-involved questioning. Groups can be assigned three minutes to come up with one question from the homework. Groups can trade or revise to reach consensus on questions. At the end of the three minutes, the facilitator answers the allotted number of questions and then moves on with the class.

Suggestions for Enhancing Skills

  1. Homework quiz. Use two questions from recent class material or homework as a quiz during the first five minutes of class.

  2. Collect a question. At the beginning of a class period, students are given one minute to write down a question from a reading or assignment. The facilitator then collects the questions. Thus students who are late will not have the opportunity to ask a question. During the last 2-5 minutes of class, the facilitator answers some of the collected questions, choosing questions randomly, selecting the most important, or answering (rapid-fire) as many as time allows.

  3. Self-assessment. Students need to learn to be accountable for the skills they are developing (Cohen, 1995). Self-checking and comparing answers, analyzing mistakes, and discussing procedural difficulties with team members give students a chance to compare their work with others without depending on the facilitator. A periodic self-assessment is a good documentation tool for keeping track of growth (4.1.9 SII Method for Assessment Reporting).

  4. Instructional technology. Computer tools should be incorporated, when appropriate, to challenge and elevate the skills development of students. Software can assist with recording time on task and the number of attempts, checking the accuracy of spelling and grammar and the appropriateness of answers, as well as providing other forms of instant feedback to students. Lower-division courses may find such skill development especially beneficial.

Concluding Thoughts

Holding students accountable for their attendance and class preparation yields great rewards in increased learning success. The persistence log is a simple and effective learning tool for accomplishing that purpose.

References

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.

Cohen, D. (Ed.). (1995). Crossroads in mathematics: Standards for introductory college mathematics before calculus. Task Force and Writing Team of the Standards for Introductory College Mathematics Project.

Ellis, D. (1994). The master student (7th ed.). Boston: Houghton-Mifflin.

Sembera, A., & Hovis, M. (1990). MATH, A four letter word: The math anxiety handbook (2nd ed.). Wimberly, TX: Wimberly Press.