Date of Award
Open Access Dissertation
College of Education
Student engagement among male students in the elementary setting is vital to academic achievement. In the world language classroom, the TPRS (Teaching Proficiency through Reading and Storytelling) method’s visual and bodily kinesthetic nature have the potential to appeal to the natural learning styles of elementary male students therefore increasing student engagement. In this qualitative study, I construct and analyze teacher surveys in regards to their perceptions of student engagement among elementary male students when the TPRS method is implemented. I identify common themes in the survey results and analyzed surveys for saturation. Identifying the common themes provided valuable insight in regards to providing elementary male students with learning experiences that encourage active engagement and academic success in the world language classroom.
Campbell, C.(2016). Teacher Perceptions of Fostering Student Engagement Through The Use of the TPRS World Language Instructional Method. (Doctoral dissertation). Retrieved from http://scholarcommons.sc.edu/etd/3557