{"id":{"repo_id":"calgary","oai_identifier":"oai:ucalgary.scholaris.ca:1880/118720"},"canonical_url":"https://search.dev.ndltd.org/etd/calgary/oai:ucalgary.scholaris.ca:1880/118720","repository":{"repo_id":"calgary","name":"University of Calgary","base_url":"https://ucalgary.scholaris.ca/server/oai/request"},"display":{"title":"Integrating Elements of Hip Hop and Digital Learning to Enhance Student Engagement in the English Language Subject: A Bahamian Context","abstract":"Educational leaders are called to foster engaging classroom activities to address the learning needs of students across the Bahamas. However, the multiplicity of social, economic, and cultural challenges students face in the country is still a factor in the declining scores of the Bahamas Junior Certificate (BJC) English Language Exam, for instance. Thinking of the need to improve junior school-level language education, this scholarship draws on the need for educational practitioners to shift their attention to teaching practices and principles that incorporate learning methods that will enhance students’ engagement. Following a Hip-hop Based Education, the presented discussions touch base on innovative and creative ways to incorporate digital platforms to increase engagement levels of students, and consequently their improvement in the country’s national certificate exam. Literature suggests hip-hop has become a popular tool to improve student-teacher relationships, promote critical thinking and creativity, and enhance cultural awareness. Within the digital context, educational stakeholders have accessed broader implementation strategies that allow educators to work toward equipping students with contextualized skills, knowledge, and attitudes to thrive both inside the classrooms and in society. This qualitative case study further explores hip-hop use in the Bahamian context and how educators have been critically committed to helping change the current national certificate results among their students. Through the analysis of semi-structured interviews and a focus group discussion, the study's participating educators have shown that the English Language can create personal and professional growth opportunities for Bahamian students. Hence, their commitment to enhancing students’ classroom engagement is an alternative to critically contributing to students’ successes. Keywords: hip-hop, student engagement, academic performance, student performance, digital learning","abstract_html":"Educational leaders are called to foster engaging classroom activities to address the learning needs of students across the Bahamas. However, the multiplicity of social, economic, and cultural challenges students face in the country is still a factor in the declining scores of the Bahamas Junior Certificate (BJC) English Language Exam, for instance. Thinking of the need to improve junior school-level language education, this scholarship draws on the need for educational practitioners to shift their attention to teaching practices and principles that incorporate learning methods that will enhance students’ engagement. Following a Hip-hop Based Education, the presented discussions touch base on innovative and creative ways to incorporate digital platforms to increase engagement levels of students, and consequently their improvement in the country’s national certificate exam. Literature suggests hip-hop has become a popular tool to improve student-teacher relationships, promote critical thinking and creativity, and enhance cultural awareness. Within the digital context, educational stakeholders have accessed broader implementation strategies that allow educators to work toward equipping students with contextualized skills, knowledge, and attitudes to thrive both inside the classrooms and in society. This qualitative case study further explores hip-hop use in the Bahamian context and how educators have been critically committed to helping change the current national certificate results among their students. Through the analysis of semi-structured interviews and a focus group discussion, the study's participating educators have shown that the English Language can create personal and professional growth opportunities for Bahamian students. Hence, their commitment to enhancing students’ classroom engagement is an alternative to critically contributing to students’ successes. Keywords: hip-hop, student engagement, academic performance, student performance, digital learning","abstract_has_math":false,"creators":["Cambridge, Janelle"],"institution":"Graduate Studies","degree_name":"Doctor of Education (EdD)","degree_level":null,"degree_discipline":"Education Graduate Program – Educational Research","degree_department":null,"school":null,"contributors":[],"advisors":["Zaidi, Rahat"],"committee_chairs":[],"committee_members":["Spring, Erin","Winchester, Ian"],"year":2024,"date_issued":"2024-04-30","date_published":"2024-04-30","updated_at":"2026-07-24T01:30:27Z","subjects":["hip-hop","student engagement","academic performance","student performance"],"languages":["en"],"rights":["University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.11575/PRISM/43563"],"render_values":[{"text":"https://doi.org/10.11575/PRISM/43563","href":"https://doi.org/10.11575/PRISM/43563","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/1880/118720","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Zaidi, Rahat"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Spring, Erin","Winchester, Ian"]},{"key":"dc:creator","label":"Author","values":["Cambridge, Janelle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-06"]},{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-05-08T16:13:28Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-05-08T16:13:28Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-04-30"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Calgary"]},{"key":"dc:type","label":"Dc Type","values":["doctoral thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Graduate Program – Educational Research"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Calgary"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["hip-hop","student engagement","academic performance","student performance"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.11575/PRISM/43563"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/1880/118720"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Educational leaders are called to foster engaging classroom activities to address the learning needs of students across the Bahamas. However, the multiplicity of social, economic, and cultural challenges students face in the country is still a factor in the declining scores of the Bahamas Junior Certificate (BJC) English Language Exam, for instance. Thinking of the need to improve junior school-level language education, this scholarship draws on the need for educational practitioners to shift their attention to teaching practices and principles that incorporate learning methods that will enhance students’ engagement. Following a Hip-hop Based Education, the presented discussions touch base on innovative and creative ways to incorporate digital platforms to increase engagement levels of students, and consequently their improvement in the country’s national certificate exam. Literature suggests hip-hop has become a popular tool to improve student-teacher relationships, promote critical thinking and creativity, and enhance cultural awareness. Within the digital context, educational stakeholders have accessed broader implementation strategies that allow educators to work toward equipping students with contextualized skills, knowledge, and attitudes to thrive both inside the classrooms and in society. This qualitative case study further explores hip-hop use in the Bahamian context and how educators have been critically committed to helping change the current national certificate results among their students. Through the analysis of semi-structured interviews and a focus group discussion, the study's participating educators have shown that the English Language can create personal and professional growth opportunities for Bahamian students. Hence, their commitment to enhancing students’ classroom engagement is an alternative to critically contributing to students’ successes. Keywords: hip-hop, student engagement, academic performance, student performance, digital learning"]},{"key":"dc:title","label":"Title","values":["Integrating Elements of Hip Hop and Digital Learning to Enhance Student Engagement in the English Language Subject: A Bahamian Context"]}]}],"canonical_facts":{"dc:contributor.advisor":["Zaidi, Rahat"],"dc:contributor.committeemember":["Spring, Erin","Winchester, Ian"],"dc:creator":["Cambridge, Janelle"],"dc:date":["2024-06"],"dc:date.accessioned":["2024-05-08T16:13:28Z"],"dc:date.available":["2024-05-08T16:13:28Z"],"dc:date.issued":["2024-04-30"],"dc:description.abstract":["Educational leaders are called to foster engaging classroom activities to address the learning needs of students across the Bahamas. However, the multiplicity of social, economic, and cultural challenges students face in the country is still a factor in the declining scores of the Bahamas Junior Certificate (BJC) English Language Exam, for instance. Thinking of the need to improve junior school-level language education, this scholarship draws on the need for educational practitioners to shift their attention to teaching practices and principles that incorporate learning methods that will enhance students’ engagement. Following a Hip-hop Based Education, the presented discussions touch base on innovative and creative ways to incorporate digital platforms to increase engagement levels of students, and consequently their improvement in the country’s national certificate exam. Literature suggests hip-hop has become a popular tool to improve student-teacher relationships, promote critical thinking and creativity, and enhance cultural awareness. Within the digital context, educational stakeholders have accessed broader implementation strategies that allow educators to work toward equipping students with contextualized skills, knowledge, and attitudes to thrive both inside the classrooms and in society. This qualitative case study further explores hip-hop use in the Bahamian context and how educators have been critically committed to helping change the current national certificate results among their students. Through the analysis of semi-structured interviews and a focus group discussion, the study's participating educators have shown that the English Language can create personal and professional growth opportunities for Bahamian students. Hence, their commitment to enhancing students’ classroom engagement is an alternative to critically contributing to students’ successes. Keywords: hip-hop, student engagement, academic performance, student performance, digital learning"],"dc:identifier.doi":["https://doi.org/10.11575/PRISM/43563"],"dc:identifier.uri":["https://hdl.handle.net/1880/118720"],"dc:language.iso":["en"],"dc:publisher.institution":["University of Calgary"],"dc:rights":["University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission."],"dc:subject":["hip-hop","student engagement","academic performance","student performance"],"dc:title":["Integrating Elements of Hip Hop and Digital Learning to Enhance Student Engagement in the English Language Subject: A Bahamian Context"],"dc:type":["doctoral thesis"],"thesis:degree_discipline":["Education Graduate Program – Educational Research"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["University of Calgary"]},"updated_at":"2026-07-24T01:30:27Z"}