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dc.contributor.advisorCarroll, Jeri A.
dc.contributor.authorDreher, Adam
dc.date.accessioned2013-11-22T22:49:34Z
dc.date.available2013-11-22T22:49:34Z
dc.date.issued2013-05
dc.identifier.othert13013
dc.identifier.urihttp://hdl.handle.net/10057/6812
dc.descriptionThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction
dc.description.abstractThis research attempted to determine if there was a benefit to authentic based instruction over traditional lecture based instruction. Two units were taught in the Social Studies curriculum area, the first using lecture based instruction and the second using authentic based instruction. Subject matter retention tests were given three weeks after each unit to determine subject matter retention as well as the student's ability to apply the retained knowledge to new ideas and problems. Student engagement and motivation data were also collected to help determine the effects of authentic instruction on all these areas of student performance. It was determined that authentic instruction did create a positive influence on subject matter retention, student engagement, and student motivation, but did not have an effect on the student's ability to apply the learned knowledge. It was recommended that further study be done on other specific aspects of authentic learning and the effects that can be elicited. Keywords: authentic learning, student engagement, student motivation
dc.format.extentix, 91p.
dc.language.isoen_US
dc.publisherWichita State University
dc.rightsCopyright Adam Dreher, 2013.
dc.subject.lcshElectronic dissertations
dc.titleThe effects of authentic based instruction on long term retention and application, student engagement, and student motivation
dc.typeThesis


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