Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Leigh D’Amico

Abstract

Elementary social studies instruction is often characterized by teacher-centered teaching methods, driven by accountability pressures and standardized tests. This approach can cause student disengagement and a decrease in confidence among learners. This action research study explored the effects of selected active learning strategies, specifically cooperative learning, think-ink-pair-share, and project-based learning, on fourth-grade students' self-efficacy, attitudes, and perceptions of social studies. Based on a social constructivist framework and influenced by the gradual release of responsibility model, this study aimed to challenge passive learning structures and promote equitable, student-centered teaching.

Using a convergent parallel mixed methods action research design, both quantitative and qualitative data were collected from a diverse group of fourth-grade students enrolled in Virginia Studies. Quantitative data came from a validated pre- and post-self-efficacy survey, while qualitative data included student reflection surveys and semi-structured interviews. The data were analyzed together to find patterns in student confidence, engagement, and perceptions of social studies learning.

The findings showed that consistently using active learning strategies positively affected students' self-efficacy and attitudes toward social studies. Students gained more confidence in their ability to complete learning tasks, became more engaged in collaborative inquiry, and developed more favorable views of social studies as meaningful and relevant. Additionally, the results indicated that instructional scaffolding, explicit modeling, and dedicated instructional time were crucial for providing equal access to active learning experiences, especially for students who have been historically marginalized by teacher-centered instruction.

This study provides practitioner-based evidence supporting active learning as a way to boost student engagement, confidence, and equity in elementary social studies classrooms. The implications for practice stress the importance of intentional instructional design, job-embedded professional development, and leadership decisions that focus on inquiry-based learning. The findings emphasize the value of action research in fostering instructional improvement and creating inclusive and empowering learning environments.

Rights

© 2026, Stephanie Aaron Doyle

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