The Effects of Personalized Learning on Engagement and Academic Achievement in the Reading Standard of Phonemic Awareness
Date of Award
Spring 5-17-2019
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Belma Sadikovic
Keywords
Phonemic Awareness, Personalized Learning, Choice Theory
Abstract
The purpose of this study was to determine if choice in activities increased the engagement of students to support their growth of phonemic awareness skills. Specifically, the study looked at the choice of options during centers or Daily 5 time when the teacher is pulling small groups. All of the activities were hands-on and skill based to fit into personalized learning. Ultimately, the goal was to see if allowing choice will keep students engaged enough to continue to learn and practice skills students are struggling with. Students posted pictures using a private website to show their engagement in centers. The teacher gave a simple phonemic awareness assessment from the curriculum that is used in the classroom to track progress and decide on skills certain students need.
Recommended Citation
Kotta, Stephanie, "The Effects of Personalized Learning on Engagement and Academic Achievement in the Reading Standard of Phonemic Awareness" (2019). Dissertations, Theses, and Projects. 174.
https://red.mnstate.edu/thesis/174