Analysis of Primary Sources and Student Engagement in Middle School Social Studies Classrooms

Thumbnail Image

Files

GoreMaria_paper.pdf (216.85 KB)

Links to Files

Permanent Link

http://hdl.handle.net/11603/4350

Collections

Goucher College Master of Education

Author/Creator

Author/Creator ORCID

Date

2017-07

Type of Work

action research papers
Text

Department

Program

Masters of Education

Citation of Original Publication

Rights

Collection 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.
Attribution-NonCommercial-NoDerivs 3.0 United States

Subjects

Education -- Research papers (Graduate).

Abstract

The purpose of this study is to determine if the use of primary sources in middle school social studies classes would impact student engagement. The measurement tool used was created by the teacher and based on the findings of Lee in the article “The Relationship between Student Engagement and Academic Performance: Is it a Myth or Reality?” The study was quasi-experimental and used a pre- and posttest design with a comparison group. There was no statistically significant increase in student engagement when either primary or secondary sources were used, with the exception that students who analyzed secondary sourced avoided disruptions more frequently than their peers who analyzed primary sources.