Document Type
Article
Publication Date
Spring 2025
Abstract
On-task behavior of students, defined as time that students actively engage in learning, is one of the forefront objectives that comes to mind when teachers think of efficient teaching and classroom management. However, as simple as it may seem to achieve this objective, many classroom teachers struggle with ways to increase or maintain the amount of time students in the classroom remain on task - and, in turn, decrease the amount of off-task or problem behaviors by their students. This meta-analysis seeks to provide strategies to augment preschool students’ on-task behaviors based on a review of evidenced research studies found in current literature. Through the implementation of strategies in classroom management, instructional strategies, and social-emotional and self-regulation, teachers can tackle many areas that may allow for more on-task behaviors. Although this study found a large variety of possible strategies for teachers to implement, further research could be done to create a more encompassing list of strategies in these areas to increase on-task behaviors.