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ERIC Number: ED568430
Record Type: Non-Journal
Publication Date: 2014
Pages: 183
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-5786-7
Working on the Work Framework for Engagement: Impacting Students' Perceived Learning, Attitudes toward School, and Achievement
Forehand, Michael Joshua
ProQuest LLC, Ed.D. Dissertation, Liberty University
A quasi-experimental, pre-test post-test nonequivalent control group study was utilized to determine the difference in students' perceived learning, attitudes toward school, and achievement when participating in classes utilizing engagement design qualities as compared to students in classes not utilizing engagement design qualities. To inform the relationship between student engagement, perceived learning, attitudes toward school, and achievement, Csikszentmihalyi's Theory of Flow was utilized as a theoretical framework along with the implementation of Schelchty's Working on the Work (WOW) Framework with 178 third grade students in a Metro-Atlanta school system. A perceived learning questionnaire, the Elementary Form of the Battle Student Attitude Scale, and an expert validated mathematics assessment were analyzed to determine the differences in students that participated in traditional instruction and WOW instruction. Perceived learning and achievement scores were analyzed utilizing an independent samples t test. Student attitudes were analyzed through ANCOVA to control for covariance on the Battle Student Attitude Scale Elementary Form. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia (Atlanta)