Increased Student Engagement with Transformative Learning Pedagogy: An Ex Post Facto Study

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dc.contributor.authorEllis, Timothy
dc.date.accessioned2021-06-30T21:34:02Z
dc.date.available2021-06-30T21:34:02Z
dc.date.issued2021-06-07
dc.description.abstractTransformative learning pedagogy in higher education leads to increased student engagement. The problem with transformative learning in higher education is deficiencies in research on increased student engagement obtained with transformative learning pedagogy. This research study addressed unanswered questions in the literature by exploring engagement measured by academic achievement and retention when transformative learning pedagogy is fostered. Transformative learning pedagogy served as the theoretical framework. The quantitative ex post facto study consisted of archival data obtained from the University of Central Oklahoma (UCO), which was then tested, and results rendered. An independent samples t test and a chi-square test on the collected archival data revealed student engagement increases with transformative learning pedagogy instruction as measured by higher academic achievement and retention, supporting the research purpose. The statistical analysis indicated students at UCO in the Student Transformative Learning Record (STLR) program had significantly increased classroom engagement than students who had not been instructed with transformative learning pedagogy, as indicated by higher academic achievement and retention.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.12520/99
dc.language.isoen_USen_US
dc.subjectStudent Transformative Learning Record (STLR)en_US
dc.subject.lcshAcademic achievement
dc.subject.lcshQuantitative research
dc.subject.lcshTransformative learning
dc.subject.lcshDropouts—Prevention
dc.titleIncreased Student Engagement with Transformative Learning Pedagogy: An Ex Post Facto Studyen_US
dc.typeDissertationen_US

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