Working on the Work Framework for Engagement: Impacting Students\u27 Perceived Learning, Attitudes toward School, and Achievement

A quasi-experimental, pre-test post-test nonequivalent control group study was utilized to determine the difference in students\u27 perceived learning, attitudes toward school, and achievement when participating in classes utilizing engagement design qualities as compared to students in classes not utilizing engagement design qualities. To inform the relationship between student engagement, perceived learning, attitudes toward school, and achievement, Csikszentmihalyi\u27s Theory of Flow was utilized as a theoretical framework along with the implementation of Schelchty\u27s Working on the Work (WOW) Framework with 178 third grade students in a Metro-Atlanta school system. A perceived learning questionnaire, the Elementary Form of the Battle Student Attitude Scale, and an expert validated mathematics assessment were analyzed to determine the differences in students that participated in traditional instruction and WOW instruction. Perceived learning and achievement scores were analyzed utilizing an independent samples t test. Student attitudes were analyzed through ANCOVA to control for covariance on the Battle Student Attitude Scale Elementary Form