A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education

This study evaluated the relationship between dialogic inquiry and student engagement within the context of active learning Shakespeare education. Active learning is a pedagogical framework that challenges students to experience Shakespeare’s literature by embodying the text through voice and movement. A mixed methods approach was designed to gather data from students in sixth to 12th grades, who attended a Shakespeare camp that used active learning. The experimental group had the addition of dialogic inquiry to their learning experience. Surveys, video recordings, and focus groups from both the control and experimental groups were conducted with students to investigate the dialogic inquiry approach and its relationship to engagement. The data revealed that both groups experienced significant increases in engagement, but the amount of change in behavioral, emotional, and cognitive engagement between the two groups was not significantly different. The qualitative elements of the surveys, video recordings, and focus groups helped explain elements of dialogic inquiry and active learning that students found meaningful and provided context for these findings.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• McPherson, Joyce

Contributors dc:contributor

• Rausch, David W.
• O'Brien, Elizabeth R.; Crawford, Elizabeth K.; Ray, Stephen D.
• College of Health, Education, and Professional Studies

• Active learning
• Constructivism (Education)
• Shakespeare, William, 1564-1616--Study and teaching

Licence

• https://rightsstatements.org/page/InC/1.0/?language=en

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/638

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-1801