The Effect of Kinesthetic Learning Strategies on the Engagement of Middle School Students

Abstract

The purpose of this study was to determine if the implementation of kinesthetic learning strategies influenced the engagement of students in an eighth grade English Language Arts class. This study used a quasi-experimental pre/post-test design to determine how kinesthetic learning strategies affect student engagement. The “Middle School Survey of Student Engagement,” developed by the researcher, was used in this study. This instrument was based on the “National Survey of Student Engagement.” Although three areas of student engagement showed significant differences, the other five areas of student engagement displayed no differences. The threats to validity in this study demonstrate that improvements could be made in order to better determine the actual effect of kinesthetic learning strategies on student engagement. Creating more student-centered and differentiated learning opportunities is intended to provide students with more accessibility and ownership in their learning experiences; therefore, future studies and instructional practices should include the implementation of kinesthetic learning strategies for the purpose of analyzing and exploring their effect on student engagement.