The Effect of Self-Selected Inquiry Projects on the Perceptions of Students’ Literacy Engagement and Motivation

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dc.contributor.authorDunphy, Nanette
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2017-07-14T02:44:05Z
dc.date.available2017-07-14T02:44:05Z
dc.date.issued2017-07-13
dc.description.abstractThe purpose of this study was to examine students’ perceptions of literacy engagement and motivation before and after the introduction of self-selected inquiry projects. The participants in this study were twenty-five second grade students from one class in a public elementary school in Maryland. This descriptive research design used a researcher-designed pre-and post-survey. After participating in self-selected inquiry through Genius Time, pre-and post-intervention data were compared and changes to students’ perceptions were noted. The findings of this study indicate that there is a positive effect on literacy engagement and motivation when students participate in self-selected inquiry projects.en_US
dc.format.extent30 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2ZC7RT8H
dc.identifier.urihttp://hdl.handle.net/11603/4352
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.subjectmotivationen_US
dc.subjectengagementen_US
dc.subjectresearch projectsen_US
dc.subjectelementaryen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effect of Self-Selected Inquiry Projects on the Perceptions of Students’ Literacy Engagement and Motivationen_US
dc.typeTexten_US

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