A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education
Year: 2020
Type: dissertation
Abstract: 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.
Author: Joyce McPherson
Language: English
Topic: Innovative Teaching Methods
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3016760250