Date of Award

Spring 2021

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Rhonda Jeffries

Abstract

This action research case study describes how varying the levels and format of technology integration into high school social studies classroom lessons impact students’ motivation to learn and how the teacher’s effort to support student motivation through the integration of technology supports student achievement. This research study was grounded in the conceptual framework that motivating and engaging students in the classroom (with the introduction of technology) can be very difficult. This study seeks to determine the relationship between student engagement and motivation as classroom lessons are moved along the different levels of the SAMR model, which stands for substitution, augmentation, modification, and redefinition. Student engagement was measured along the ARCS model which stands for attention, relevance, confidence, and satisfaction. Student achievement with the use of technology in the classroom was also explored, however, it was a secondary measurement and further studies will need to be performed to fully understand how the correct implementation of technology in the classroom will truly impact student achievement. The participants for this study came from a rural high school and was made up of 14 students from the 9th and 10th grades. The data collection methods included a triangulation of data from student exit tickets, Likert Scale surveys, and direct observation/journaling. Student interview were also used to augment the constant comparative method of data collection. The findings found that as lessons were moved to higher levels of SAMR (modification and redefinition levels) student engagement and motivation were positively impacted along the ARCS model. The study further seeks to help teachers implement sound pedagogy when it comes to introducing technology into the classroom.

Rights

© 2021, Kyle Ashley Wilson

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