Big Picture Learning Network Graduates’ Perceptions About Student-Centered Learning
In education, textbooks and the four walls have historically been what is thought to hold students in one place of learning, which does not lend itself to creativity, motivation, inquiry, individualization, nor challenging practices that meet the needs of 21st century learners. These strict parameters can stifle the balance of students’ ability to navigate learning through personal experiences and their dependence on textual content that is mandated by local, state, and governmental entities. Research has shown that students’ lack of academic motivation impacts persistence toward graduation. As such, the purpose of this study was to determine Black and White graduates’ perceptions of their student-centered learning environment on academic motivation and persistence to graduation. The study specifically examined the variables of blended learning, project-based learning, and the internship as it relates to academic motivation and persistence to graduation. A total of 40 graduates, who graduated between the years of 2011 and 2019, were surveyed utilizing the Chae Student Centered Learning Perception Tool. The results found statistically significant differences between Black and White graduates on only one of the null hypotheses.
Educational administration|Educational leadership|Ethnic studies|Education Policy
Chaerea L Snorten,
"Big Picture Learning Network Graduates’ Perceptions About Student-Centered Learning"
ETD Collection for Tennessee State University.