Dissertations
Date of Award
12-2017
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
Advisor
Dr. Bruce Bryant
Abstract
The researcher used a causal-comparative, 2 x 2 factorial between-groups research strategy for all four hypotheses. The two independent variables for the Hypotheses 1 and 2 were gender and LEP status (students designated as LEP versus students not designated as LEP). The dependent variable for the first hypothesis was positive student engagement, and the dependent variable for the second hypothesis was positive student motivation. The two independent variables for Hypotheses 3 and 4 were gender and instructional type (traditional instruction and small group pull-out with hybrid computer-based instruction). The dependent variable for the third hypothesis was positive student engagement, and the dependent variable for the fourth hypothesis was positive student motivation. In Hypotheses 1 and 2, the researcher used fourth-, fifth-, sixth-, seventh-, and eighth-grade students at a district in Southwest Arkansas. In Hypotheses 3 and 4, the researcher used fourth-, fifth-, sixth-, seventh-, and eighth-grade students at a district in Southwest Arkansas. The researcher compared the students’ scaled scores from the Motivation and Engagement Scale (MES) instrument measuring positive student engagement and positive student motivation, respectively. The researcher used scaled scores from the 2016-2017 school year. To address the hypotheses, the researcher conducted a 2 x 2 factorial between-groups ANOVA for each of the four hypotheses. The interaction effects for all four hypotheses were not significant. Therefore, the independent variables did not interact to significantly affect the dependent variables. The LEP status main effect for Hypotheses 1 and 2 did not significantly affect positive student engagement or positive student motivation, respectively. However, the main effect for gender in Hypotheses 1 and 2 did significantly affect both positive student engagement or positive student motivation, respectively. The female samples in both hypotheses, on average, scored significantly higher compared to the male groups in both engagement and motivation. Both of these significant results indicated small effect sizes. The main effects for gender and instructional type in Hypotheses 3 and 4 were not significant.
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Recommended Citation
Cothren, Holly Harris, "Effects of LEP Status, Gender, Instructional Type on Positive Student Engagement and Motivation of Middle School Students" (2017). Dissertations. 12.
https://scholarworks.harding.edu/hu-etd/12
