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The Effect of Higher Education Facul...

Massie, DeAnna.

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The Effect of Higher Education Faculty Training in Improvisational Theatre Techniques on Student Learning and Perceptions of Engagement and Faculty Perceptions of Teaching and Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Higher Education Faculty Training in Improvisational Theatre Techniques on Student Learning and Perceptions of Engagement and Faculty Perceptions of Teaching and Learning./
Author:	Massie, DeAnna.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	151 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Educational evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10260009
ISBN:	9781369652130

The Effect of Higher Education Faculty Training in Improvisational Theatre Techniques on Student Learning and Perceptions of Engagement and Faculty Perceptions of Teaching and Learning.
Massie, DeAnna.

The Effect of Higher Education Faculty Training in Improvisational Theatre Techniques on Student Learning and Perceptions of Engagement and Faculty Perceptions of Teaching and Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 151 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ed.D.)--Missouri Baptist University, 2017.

College instructors are content experts but ineffective at creating engaging and productive learning environments. This mixed methods study explored how improvisational theatre techniques affect college instructors' ability to increase student engagement and learning. Theoretical foundations included engagement, active learning, collaboration and social interaction, the art of improvisational theater, and the practice of applied improvisation. The researcher conducted focus group interviews with community college instructors enrolled in an improv professional development course and collected success data and MSLQ responses from students taught by instructors in the experimental and control groups. The study attempted to answer: Does teacher participation in an improv course increase student performance, what effect does participation in an improv course have on teachers' perceptions of their ability to engage students or facilitate learning, and what effect does teacher participation in an improv course have on students' perceived engagement? A test of two proportions indicated a significant difference, z = 1.858, CV =1.645, p = 0.0314, in student success rates. MSLQ data were analyzed using a one-tailed, two-sample t- test. Results indicated a significant difference (p < .05) for task value (t (133) = 2.37) and peer learning (t (133) = 2.37) and a very significant difference ( p < .01) for extrinsic goal orientation (t (133) = 2.37), test anxiety (t (133) = 2.37), and peer learning (t (133) = 2.37). Four themes emerged from the focus groups: Facilitating Engagement, Collaboration and Social Interaction, Fear/Trust and Risk, and Compassion. Based on differences between the pre and post transcripts, participants found the improv course beneficial and were able to connect improv theories to teaching techniques. Results and the need for effective professional development indicate institutions consider working with applied improv facilitators to provide improv-related professional development to faculty.

ISBN: 9781369652130Subjects--Topical Terms:

526425
Educational evaluation.

The Effect of Higher Education Faculty Training in Improvisational Theatre Techniques on Student Learning and Perceptions of Engagement and Faculty Perceptions of Teaching and Learning.
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520 $a College instructors are content experts but ineffective at creating engaging and productive learning environments. This mixed methods study explored how improvisational theatre techniques affect college instructors' ability to increase student engagement and learning. Theoretical foundations included engagement, active learning, collaboration and social interaction, the art of improvisational theater, and the practice of applied improvisation. The researcher conducted focus group interviews with community college instructors enrolled in an improv professional development course and collected success data and MSLQ responses from students taught by instructors in the experimental and control groups. The study attempted to answer: Does teacher participation in an improv course increase student performance, what effect does participation in an improv course have on teachers' perceptions of their ability to engage students or facilitate learning, and what effect does teacher participation in an improv course have on students' perceived engagement? A test of two proportions indicated a significant difference, z = 1.858, CV =1.645, p = 0.0314, in student success rates. MSLQ data were analyzed using a one-tailed, two-sample t- test. Results indicated a significant difference (p < .05) for task value (t (133) = 2.37) and peer learning (t (133) = 2.37) and a very significant difference ( p < .01) for extrinsic goal orientation (t (133) = 2.37), test anxiety (t (133) = 2.37), and peer learning (t (133) = 2.37). Four themes emerged from the focus groups: Facilitating Engagement, Collaboration and Social Interaction, Fear/Trust and Risk, and Compassion. Based on differences between the pre and post transcripts, participants found the improv course beneficial and were able to connect improv theories to teaching techniques. Results and the need for effective professional development indicate institutions consider working with applied improv facilitators to provide improv-related professional development to faculty.
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