High School Language Arts Teachers' Perceptions of Students' Motivation to Learn in a Project-Based Learning Class
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| Title: | High School Language Arts Teachers' Perceptions of Students' Motivation to Learn in a Project-Based Learning Class |
|---|---|
| Language: | English |
| Authors: | Elizabeth Merrell Gross |
| Source: | ProQuest LLC. 2023Ph.D. Dissertation, Walden University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 118 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Student Projects, Active Learning, Teacher Attitudes, Student Motivation, High School Teachers, Language Arts, High School Students, Attention, Learner Engagement, Relevance (Education), Self Esteem, Student Satisfaction |
| ISBN: | 979-83-8041-606-1 |
| Abstract: | Project-based learning (PBL) is a widely used methodology in the sciences for grades K12. Forward-thinking instructors are also implementing PBL by creating student-led learning opportunities in other subjects. There is, however, a lack of research on teacher perceptions of PBL as a motivational factor in high school. The purpose of this basic qualitative study was to explore high school language arts teachers' perceptions of student motivation in a PBL class. Keller's model of motivation focusing on attention, relevance, confidence, and satisfaction (ARCS) was the conceptual framework for this study. Nine language arts teachers participated in interviews, which were coded and analyzed to better understand student motivation in a PBL language arts class. Four themes emerged from this study: (a) attention/engagement -- students became active participants in a community of believers and took ownership of their learning; (b) relevance -- students found personal meaning in assignments and felt they were doing something important, often related to current social issues and local community needs; (c) confidence -- students developed a sense of pride in their accomplishments and abilities and enjoyed increased autonomy in the learning experience; and (d) satisfaction - students felt a greater sense of self-worth and were inspired to believe their actions could have a positive impact on the community. Using PBL as a classroom design may promote positive social change through greater student engagement with student-led projects. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30688647 |
| Accession Number: | ED639017 |
| Database: | ERIC |
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