Date of Award
7-2020
Type
Dissertation
Major
Doctor of Education
Degree Type
Ed.D
Department
Counseling, Foundations & Leadership
First Advisor
Anna Hart
Second Advisor
Eli Jones
Third Advisor
Jan Burcham
Abstract
Lack of student engagement in high schools is a concerning factor in education; low levels of engagement can lead to student apathy, academic challenges, disruptive behavior, and a higher dropout rate. The purpose of this research was to examine the relationship between high school students’ perceptions of engagement and students’ perceptions of the teacher in the visual art classroom. The researcher used social constructivism as a lens through which to explore this topic. The theory of constructivism focuses on active exploration and learning about ideas of personal significance, where the teacher plays an essential supportive and guiding role in student learning. The sample for this research was 68 high school students in a large metropolitan school district in Georgia who were enrolled in Comprehensive Art I. The researcher used a survey to collect students’ perceptions of their cognitive, emotional, and behavioral engagement in the art classroom as well as perceptions of their teacher. Data from this nonexperimental, cross-sectional, predictive study was analyzed using multiple linear regression where the dependent variable is teacher perception and the independent variables are cognitive, emotional, and behavioral engagement. Key findings include insight on the relationship of student levels of engagement to perceptions of the teacher in the art classroom.
Recommended Citation
Meng, Kirby Brooks, "Student Perceptions of Engagement and the Relationship to Student Perceptions of Teacher in the Visual Art Classroom" (2020). Theses and Dissertations. 404.
https://csuepress.columbusstate.edu/theses_dissertations/404
