TY - THES
T1 - How To Support Academically Struggling Students' Learning Engagement
AU - Laboda, Rachel A.
AU - Nillas, Leah A.
PY - 2022
Y1 - 2022
N2 - Academically struggling students or students who are disengaged with their learning are challenged with the curriculum and often have to work harder than others around them to accomplish the same learning task. It is likely that these students are a year or more behind in grade level in one or many subject areas and often are reluctant to academics because they believe they are incapable of high academic achievement. In order to address the needs of struggling students in my classroom, I implemented different strategies and techniques to enhance engagement and interest in learning throughout the semester. I utilized classroom strategies which include diverse ways of delivering instruction, fostering a positive classroom environment, developing strong student to teacher relationships, and working to increase students' self-efficacy. I collected data on the influence of these strategies on student engagement. There are three types of student engagement which include: behavioral, cognitive, and emotional. Behavioral engagement is heavily driven by participation; it includes involvement in academic and social activities or extracurriculars (Fredericks, Blumenfeld, & Paris, 2004). Emotional engagement entails positive and negative reactions to teachers, classmates, academics, and school overall. Finally, cognitive engagement requires investment, thoughtfulness and willingness to apply the effort needed to understand challenging concepts. I collected classroom data through field notes, lesson plans, and teacher reflections. Data showcase how students' behavioral, emotional, and cognitive engagement are strengthened throughout the course of the semester due to a wide variation of engagement techniques and strategies.
AB - Academically struggling students or students who are disengaged with their learning are challenged with the curriculum and often have to work harder than others around them to accomplish the same learning task. It is likely that these students are a year or more behind in grade level in one or many subject areas and often are reluctant to academics because they believe they are incapable of high academic achievement. In order to address the needs of struggling students in my classroom, I implemented different strategies and techniques to enhance engagement and interest in learning throughout the semester. I utilized classroom strategies which include diverse ways of delivering instruction, fostering a positive classroom environment, developing strong student to teacher relationships, and working to increase students' self-efficacy. I collected data on the influence of these strategies on student engagement. There are three types of student engagement which include: behavioral, cognitive, and emotional. Behavioral engagement is heavily driven by participation; it includes involvement in academic and social activities or extracurriculars (Fredericks, Blumenfeld, & Paris, 2004). Emotional engagement entails positive and negative reactions to teachers, classmates, academics, and school overall. Finally, cognitive engagement requires investment, thoughtfulness and willingness to apply the effort needed to understand challenging concepts. I collected classroom data through field notes, lesson plans, and teacher reflections. Data showcase how students' behavioral, emotional, and cognitive engagement are strengthened throughout the course of the semester due to a wide variation of engagement techniques and strategies.
M3 - Faculty Advisor of Undergraduate Research
ER -