Date of Award
Doctor of Education (EdD)
Dr. Usen Akpanudo
The purpose of this study was to understand gender differences in the Social Emotional Learning of students participating in the Capturing Kids’ Hearts program at a high school in Central Arkansas. In this quantitative, causal-comparative strategy study, there were 271 ninth-grade students who participated in a presurvey of social emotional learning outcomes and 476 ninth-grade students who participated in a postsurvey of the same outcomes a year after implementation of the Capturing Kids’ Hearts program. Both samples were drawn using a convenience sampling technique. The Hanover Social Emotional Learning Student Survey instrument was used to obtain data on students’ perception of their social emotional learning before participating in the Capturing Kids’ Hearts program, and after participating in the Capturing Kids’ Hearts program. The students’ survey consisted of nine constructs developed around the five CASEL competencies: self-awareness, social awareness, responsible decision-making, selfmanagement, and relationship skills. A one-way analysis of variance was conducted to explore differences by gender on the social emotional learning competencies among the students before and after participation in the Capturing Kids’ Hearts program.
Additionally, descriptive analyses were conducted between the two data sets to compare the mean scores for males and females. The findings in this study revealed meaningful differences between male and female ninth-grade students on specific CASEL competencies before they participated in the program as well as gender differences on certain competencies after one year of participating in the Capturing Kids’ Hearts program. After a year of participating in the Capturing Kids’ Hearts program, ninth-grade male students benefited more in responsible decision-making and self-management than females. However, females benefited more in self-awareness and social awareness than males. The implications for educators regarding social emotional learning for males and females based on the inferential and descriptive analysis may indicate that males and females need differentiated instruction for social emotional learning to maximize their skill development.
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Dischinger, Angela S., "Gender and Participating in Capturing Kids’ Hearts on Social Emotional Learning of Ninth-Grade Students in Arkansas" (2019). Dissertations. 55.