Reactivity on Student On-Task Behavior: An Analysis of On-Task Operational Definitions and Observer Presence on Student Behavior

This study examines student engagement during academic tasks, specifically investigating how the presence and type of observer affect student performance. The objective was to understand the influence of different observer conditions—no observer, an observer behind an observation window, a researcher in the session room, and a caregiver in the session room—on student behavior. Using a multi-element design, the study assessed three measures: active on-task behavior, passive on-task behavior, and academic work completion. The literature review identified a lack of recent research on how students respond to adult observers during academic tasks and highlighted the variability in definitions of engagement. To address these gaps, three elementary-aged students were observed in a controlled environment, with results showing noticeable differences in engagement across the various observer conditions. The findings suggest that the presence and type of observer influenced student behavior. Notably, students displayed higher levels of engagement when observed by unfamiliar or hidden observers compared to familiar ones or no observer at all. Additionally, the study revealed that the way engagement is defined—whether active or passive—can affect data collection and interpretation. The study faced several limitations, including a small sample size; the controlled environment, which may not accurately represent typical classroom settings; and brief observation periods, which may not capture the full range of student behaviors. Despite these limitations, the findings offer valuable insights for educators and researchers, emphasizing the importance of considering the impact of observers and the definitions of student on-task behavior in assessments and interventions.