Date
10-3-2022
Department
School of Education
Degree
Doctor of Philosophy
Chair
Matthew Ozolnieks
Keywords
problem-based learning, academic experiences, social experiences, transcendental phenomenology, social cognitive theory, SDL
Disciplines
Curriculum and Instruction | Education
Recommended Citation
Callahan, Lavinia Sonia Mikaela, "The Experience of Teachers Implementing Problem-based Learning in an English Language Arts Class in Hawaii: A Phenomenological Study" (2022). Doctoral Dissertations and Projects. 3894.
https://digitalcommons.liberty.edu/doctoral/3894
Abstract
The purpose of this transcendental phenomenological study was to understand teachers’ experiences of implementing problem-based learning (PBL) at Leeward School. The theory guiding this study is Knowles’s self-directed learning (SDL) theory; it explored skills related to SDL. A transcendental phenomenological research approach was to understand how teachers implement PBL experiences, the phenomenon studied. A purposeful sampling method was used to select participants. The central research question was: What are the experiences of teachers implementing PBL in an English language arts classroom in a private school in Hawaii? The setting is Leeward School in Hawaii. Data were collected through semi-structured interviews, follow-up interviews, and a focus group discussion. Data collected from the semi-structured interviews, follow-up interviews, and a focus group discussion created descriptions, apply codes, and develop themes. Data analysis was done by using open coding, embedded analysis and looking for themes. The themes found were self-efficacy, resources and supportiveness.
