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Increased Student Engagement with Transformative Learning Pedagogy: An Ex Post Facto Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Increased Student Engagement with Transformative Learning Pedagogy: An Ex Post Facto Study./
Author:	Ellis, Timothy D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	89 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28720223
ISBN:	9798544246749

Increased Student Engagement with Transformative Learning Pedagogy: An Ex Post Facto Study.
Ellis, Timothy D.

Increased Student Engagement with Transformative Learning Pedagogy: An Ex Post Facto Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 89 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ed.D.)--American College of Education, 2021.

This item must not be sold to any third party vendors.

Transformative learning pedagogy in higher education leads to increased student engagement. The problem with transformative learning in higher education is deficiencies in research on increased student engagement obtained with transformative learning pedagogy. This research study addressed unanswered questions in the literature by exploring engagement measured by academic achievement and retention when transformative learning pedagogy is fostered. Transformative learning pedagogy served as the theoretical framework. The quantitative ex post facto study consisted of archival data obtained from the University of Central Oklahoma (UCO), which was then tested, and results rendered. An independent samples t test and a chi-square test on the collected archival data revealed student engagement increases with transformative learning pedagogy instruction as measured by higher academic achievement and retention, supporting the research purpose. The statistical analysis indicated students at UCO in the Student Transformative Learning Record (STLR) program had significantly increased classroom engagement than students who had not been instructed with transformative learning pedagogy, as indicated by higher academic achievement and retention.

ISBN: 9798544246749Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Academic achievement

Increased Student Engagement with Transformative Learning Pedagogy: An Ex Post Facto Study.
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300 $a 89 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
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502 $a Thesis (Ed.D.)--American College of Education, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Transformative learning pedagogy in higher education leads to increased student engagement. The problem with transformative learning in higher education is deficiencies in research on increased student engagement obtained with transformative learning pedagogy. This research study addressed unanswered questions in the literature by exploring engagement measured by academic achievement and retention when transformative learning pedagogy is fostered. Transformative learning pedagogy served as the theoretical framework. The quantitative ex post facto study consisted of archival data obtained from the University of Central Oklahoma (UCO), which was then tested, and results rendered. An independent samples t test and a chi-square test on the collected archival data revealed student engagement increases with transformative learning pedagogy instruction as measured by higher academic achievement and retention, supporting the research purpose. The statistical analysis indicated students at UCO in the Student Transformative Learning Record (STLR) program had significantly increased classroom engagement than students who had not been instructed with transformative learning pedagogy, as indicated by higher academic achievement and retention.
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