Date of Award

2008

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Media Technology

Abstract

The purpose of this study was two-fold: first, to investigate instructional teaching strategies and determine which strategies were associated with student engagement and student achievement, and secondly, to investigate whether a relationship existed between student engagement and student achievement. Two survey instruments were created to collect data necessary for this purpose, the Student Survey of Teaching Strategies and a Teacher Survey of Teaching Strategies. Of 202 student surveys, 60% were returned in usable fashion. Of 102 teacher surveys, 68% were returned in usable fashion. Significant differences were found between teacher and student perceptions of individual strategies based on whether the strategy was engaging, whether the strategy increased achievement, and how frequently the strategy was used in the classroom. Significant, positive relationships were found between perceptions of engagement and achievement in all 67 strategies for both teachers and students. The significance of the relationship was further strengthened by alpha being set at .01 and a one tailed test being used due to a priori reasons from the literature review. When ranked and placed into groups of high, medium and low, teachers and students perceptions of the top strategies for engagement, achievement, and frequency of use were important in themselves. However, another interesting finding was that teachers and students share perceptions in that 12 of 23 engagement strategies, 11 of 23 achievement strategies, and 14 of 23 frequency-of-use strategies were found in the high rated group of strategies for students and teachers.

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