An intervention study of instructional methods and student engagement in large classes in Thailand

This study compared instructional methods used and levels of student engagement in treatment (n = 4) and comparison (n = 4) classrooms of 40 or more students for two weeks in Thailand. Observations were conducted in all classrooms pre- and post-intervention. The treatment group received the intervention: a workshop focused on strategies to engage students more deeply in learning activities and in-class instructional coaching support. Analysis of pre- and post-intervention data showed improvements in student engagement in the treatment teachers’ classes. Post-observations showed that treatment teachers used a greater variety of instructional methods, student groupings, student activities, and student-centered instructional methods than in pre-observations.