Date of Award

2017

Document Type

Open Access Dissertation

Department

Educational Studies

Sub-Department

College of Education

First Advisor

Toby Jenkins

Abstract

In order to assist students with their digital research skills while simultaneously allowing them to research and explore college and career options, a Project-Based Learning (PBL) assignment was incorporated into the secondary English classroom. This served multiple purposes: providing students guidance and support as they determine their future college and career goals, meeting several of the South Carolina 9-12 English/Language Arts standards, and increasing students’ College and Career Readiness. The site for this quantitative action research study was English 3 classes in a large, rural high school in the Charleston, South Carolina area. Quantitative, statistical data was collected from a pre-and post-intervention survey and analyzed to determine what effect the intervention had on students’ knowledge of the following: non-four-year college education options, financial literacy, and which careers would be a possible match for their personality and life-style goals.

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