Date

9-19-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

David Nelson

Keywords

perceived learning, self efficacy, experiential learning, inner-city, elementary school, literacy, socio-economic

Disciplines

Education

Abstract

The purpose of this quantitative, causal-comparative, non-experimental study was to determine if there is a difference in reading self-efficacy and perceived learning among fourth- and fifth-grade inner city students who participated in experiential learning and those that did not participate in experiential learning. Experiential learning is considered an immersive method of ensuring that learners become well-experienced, immersed, and confident in their learning. Self-efficacy or how students feel about their learning is also an important factor in literacy retention and performance. The setting for this study was inner-city Northern Virginia. In this study, 163 fourth and fifth grade elementary students in Northern Virginia were sampled. Of the convenience sample, 77 students participated in experiential learning within a unit in their classroom while 86 students were taught the same unit without experiential learning. The dependent variables, self-efficacy and perceived learning, were measured by the Perceived Learning Scale and the Self-Efficacy scale. Results of the one-way multivariate analysis of variance were significant with the test group outscoring the control group in both PL and self-efficacy reading with a mean score of 39.32 (SD= 13.47) and 65.97 (SD= 13.47) respectively. The null hypothesis was rejected. Recommendations for future research include quantifying the hours of added experiential learning as an invention and comparing beginning of the year to end of the year test scores of students critically below grade level.

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