Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2015 Examining the Role of Active Student Engagement in High School Arts Courses Athena Irene Nichols Walden University Follow this and additional works at: https://scholarworks.edu/dissertations Part of the Art Education Commons, and the Fine Arts Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact ScholarWorks@waldenu. Walden University College of Education This is to certify that the doctoral dissertation by Athena Nichols has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made.
Review Committee Dr. Victoria Yancey, Committee Chairperson, Education Faculty Dr. Janice Garfield, Committee Member, Education Faculty Dr. Linda Crawford, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.
Walden University 2015 Abstract Examining the Role of Active Student Engagement in High School Arts Courses by Athena I. Revelas-Nichols MS, SUNY Brockport, 1997 BS, SUNY Brockport, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Self-Designed Specialization Art Education Walden University January 2015 Abstract A primary challenge to educators is the design and implementation of effective student engagement processes. High school students cannot be successful if they are frequently absent from school, as active engagement opportunities reinforce knowledge and help to keep students enthused in their learning. To address the challenges of frequent school absences, this study examined a gap in the literature—namely, the relationship between active engagement and arts courses as a motivator for students to remain in high school.
For this study, active engagement was defined as a process in which the student’s interests, efforts, and knowledge culminated in an application of the learning content. Using Csikszentmihalyi’s (1990) flow theory, a mixed- methods study was conducted to examine students’ experiences with active engagement in arts courses. Data were collected from a survey (50 = x) and phenomenological interviews (8 = x). Quantitative analyses of these data included a paired-sample t test to determine whether there was a significant difference between the average values of students’ perceived learning capabilities and expectations for learning in relation to arts courses versus non-arts courses.
Content analyses created categories and identified themes that found students felt more engaged, self-confident, and motivated about their learning during arts educational experiences. Contributions to positive social change included increased awareness about how students make meaning of active engagement in arts courses. Such information can help school districts understand more about the importance of providing students with artistic and creative educational experiences. Examining the Role of Active Student Engagement in High School Arts Courses by Athena I.
Revelas-Nichols MS, SUNY Brockport, 1997 BS, SUNY Brockport, 1993 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Self-Designed Specialization Art Education Walden University January 2015 Dedication This doctoral study is dedicated to my husband and best friend, David who brings joy, laughter, technology, and vision to me every day; Chloe, who has grown into an incredible young woman of whom I am proud to call my daughter and my motivation; and to my supportive, encouraging, and loving parents, Barbara and Gus. Each of you has believed in my abilities and has inspired me to become the very best person and professional that I can be. This doctoral study is dedicated to my faithful and loyal companion, Greta, an amazing and sweet Yorkshire terrier, who stayed by my side through countless late nights of study, research, and writing. This doctoral study is also dedicated to the students I have had the privilege of teaching throughout my career.
You have continually motivated me to improve my teaching abilities. Acknowledgments I would like to acknowledge and thank Dr. Victoria Yancey, who served as my doctoral committee chair. Yancey’s encouragement, patience, and insight have been a source of strength throughout this journey.
Her commitment and knowledge contributed greatly to my studies and made my time at Walden University a positive and fulfilling learning experience. I would like to thank Dr. Janice Garfield, my doctoral committee member, for her leadership and support throughout this research endeavor. Garfield’s support and expertise provided a continual beacon of light in the darkness for the many times I thought I would struggle on this journey.
Her dedication is an inspiration. Garfield is a role model for all who desire to reach their highest potential. Finally, I would like to extend a special thank you to my family: to my husband, David for being so considerate and understanding of the time I needed to dedicate in completing this milestone. You were optimistic and encouraging every step of the way, and I appreciate you and all the things you do for me; to my daughter, Chloe for cheering me on and giving me words of encouragement, you are wise beyond your years and are destined for greatness; to my parents, Barbara and Gus for your continued understanding, care, and support; and to Greta, Cooper, Zorro, and Heidi who have comforted me, made me smile, and reminded me countless times of the need to get some sleep throughout my doctoral journey! Table of Contents List of Tables v List of Figures vi Chapter 1: Introduction to the Study 1 Background 2 Problem 5 Purpose of the Study 6 Research Questions and Related Hypotheses 6 Nature of the Study 7 Theoretical Framework 12 Definition of Terms 16 Assumptions 18 Scope and Delimitations 19 Limitations 20 Significance 22 Summary 23 Chapter 2: Literature Review 25 Background 25 Flow Theory 27 Interest: The Importance of Early Creative Development 29 Enjoyment: The Role of Art Within the Education System 39 Concentration: Differentiation to Enhance Motivation 44 Challenge to Enhance Cognition 49 i Arts Integration as a Form of Engagement 55 Integrating Art 57 Student Benefits 66 Changing Perceptions 72 Summary 78 Chapter 3: Research Method 80 Introduction to the Methodology of This Study 80 Setting 80 Research Design and Rationale 82 Role of the Researcher 89 Methodology 92 PSelection for Quantitative Phase 92 PSelection for Qualitative Phase 93 Instrumentation/Procedure/Data Collection--Quantitative Components 94 Instrumentation/Procedure/Data Collection--Qualitative Components 98 Interview Process 99 Data Analysis 101 Threats to Validity 106 Evidence of Quality and Trustworthiness 108 Ethical Procedures 111 Summary 112 Chapter 4: Results 114 Setting 115 ii Demographics 116 Data Collection 117 Data Analysis: Phase 1 121 Results: Phase 1 133 Data Analysis: Phase 2 134 Results: Phase 2 143 Evidence of Trustworthiness 152 Summary 155 Chapter 5: Discussion, Conclusions, and Recommendations 159 Introduction 159 Interpretation of the Findings 160 Limitations of the Study 175 Recommendations 181 Implications 183 Conclusion 191 References 194 Appendix A: Permission to use the Secondary School Engagement in Classroom Learning Survey 204 Appendix B: Interview Protocol 205 Appendix C: Consent Forms 207 Appendix D: Site Permission 219 Appendix E: Announcement, Notifications, and Agreements 220 Appendix F: Data Alignment Matrix 226 iii Curriculum Vitae 229 iv List of Tables Table 1.
Poster Example of Art and Non-Arts Chart Comparison for SR5 123 Table 2. Mean Scores of Paired Category t test for both Part A. and Part B of the Secondary School Engagement in Classroom Learning Survey 133 Table 3. Quantitative and Qualitative Data Alignment Matrix 139 v List of Figures Figure 1.
Diagram for Intended Mixed Methods Study 83, 92 Figure 2. Learning Capabilities: Comparative Categorical Mean Scores 124 Figure 3. Learning Expectations: Comparative Categorical Mean Scores 125 Figure 4. Learning Capabilities SEF2 Comparative Arts and Non-Arts 126 Figure 5.
Learning Capabilities SEF4 Comparative Arts and Non-Arts 126 Figure 6. Learning Capabilities SR3 Comparative Arts and Non-Arts 127 Figure 7. Learning Capabilities SR4 Comparative Arts and Non-Arts 128 Figure 8. Learning Capabilities SR5 Comparative Arts and Non-Arts 128 Figure 9.
Learning Expectations PERS1 Comparative Arts and Non-Arts 130 Figure 10. Learning Expectations PERS2 Comparative Arts and Non-Arts 130 Figure 11. Learning Expectations EMP2 Comparative Arts and Non-Arts 131 Figure 12. Learning Expectations EMP5 Comparative Arts and Non-Arts 131 Figure 13.
Learning Capabilities SE2 Comparative Arts and Non-Arts 133 vi 1 Chapter 1: Introduction to the Study Introduction Although researchers have investigated a variety of factors that affect student achievement, opportunities to conduct research on the relationship between students’ exposure to the arts and their perceptions of active engagement have been largely overlooked. This topic is important to study because dropping out of school is a catalyst for unfavorable consequences for both the individual and the public. “Dropping out of school presents a serious national, state, and local problem related to economic and social repercussions for society as a whole, as well as consequences related to the individual’s well-being” (Dunn, Chambers, & Rabren, 2004, p. Facing these challenges requires increased attentiveness to the reasons some students achieve less and give up on their education.
The creative effort needed to succeed in arts classes requires competence and motivation, yet understanding the source of inspiration for creative efforts is unclear (Rostan, 2010). Therefore, it is important to study motivational sources that are needed to develop, improve, and create (Runco, 2005). If a strong, positive relationship is found between students’ feelings of engagement and being enrolled in an arts course, it could change the way student schedules are made, promote policies and processes to increase attendance rates, influence an increase in the cohort graduation rates, as well as create an effective body of evidence for expanding arts education at the high school level. This study is expected to add to the literature by understanding students’ perceptions of active engagement in arts courses.
Chapter 1 begins with background information and the need to study student perceptions of engagement. The term active engagement is defined. Because this study was dedicated to student perceptions, this study considered how students’ perceptions of active engagement were associated with enrollment in arts courses. The purpose of this mixed methods study was two- 2 fold and included two phases of data collection.
After providing the research questions and hypotheses, I reflected on the factors associated with Csikszentmihalyi’s (1975) flow theory, in which the degree of engagement with an activity or a task was based on the combination of concentration, interest, and enjoyment culminating in a state of deep absorption or “flow.” A paired sample t test was used to determine whether there was a significant difference between the average values of students’ perceptions of learning expectations and capabilities in an arts course versus a non-arts course. To help determine initial themes to explore during the in-depth interviews, a data analysis of the differences between the percentages for each category was conducted using Microsoft Excel (2011). Results were presented in tables for interpretation purposes, including statistical significance, how the results answered the research questions and hypotheses, the explanation of why the results occurred and the long-range implications of the results. Next, the study’s limitations, assumptions, scope and delimitations, and potential significance are shared.
Background For the purpose of this study, the term active engagement was defined as a process in which high school students’ interests, efforts, and knowledge investments culminated in an application of the learning content. Promoting active engagement not only reinforces learning, but also keeps students interested and motivated to learn. Retaining students’ interest and enthusiasm is critical for academic achievement. Using the arts to keep students actively engaged might improve teaching and learning processes.
“Participation in an art-focused academic pathway increased students’ motivation to attend school, expectation of success, desire to do well, attitude toward teachers, enjoyment of classes, and sense of community” (Gajda & Dorfman, 2006, p. Students are more likely to be actively engaged when their academic 3 work involves connections between what they are learning and real-life problems beyond the walls of the classroom (Newmann, Wehlage, & Lamborn, 1992). Lee and Breitenberg (2010) argued that creative and applied learning… inspired genuine interest and increased motivation.