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dc.contributor.authorPlante, Chelsea
dc.date.accessioned2015-11-05T15:35:13Z
dc.date.available2015-11-05T15:35:13Z
dc.date.issued2015-07
dc.description.abstractThe purpose of this study was to determine if the use of hands-on and cooperative learning strategies would increase the engagement of students enrolled in United States History. The measurement tools were created by the researcher and were based on the National Survey of Student Engagement. The study used a counterbalanced design with a pretest/posttest to compare each student’s level of engagement before and after the intervention. There was no statistically significant increase in student engagement, although there was a significant correlation between student understanding of a lesson and student engagement in lessons using traditional strategies and those using engagement-targeted strategies. Research of engagement in secondary schools, especially in social studies, is limited and should therefore be continued in order to determine the best strategies for increasing learner engagement.en_US
dc.format.extent39 p.
dc.genreaction research papers
dc.identifierdoi:10.13016/M26Q61
dc.identifier.urihttp://hdl.handle.net/11603/1704
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshActive learning -- Research.
dc.subject.lcshEducation, Secondary -- Research
dc.subject.lcshEducation -- Research papers (Graduate)
dc.titleLearner Motivation and Engagement in High School Social Studies Classroomsen_US
dc.typeTexten_US


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