Semester of Gradation
Fall 2025
Degree Type
Dissertation
Degree Name
Secondary and Middle Grades Education
Department
Secondary & Middle Grades Education - Mathematics
Committee Chair/First Advisor
Dr. Mei-Lin Chang
Second Advisor
Dr. David Glassmeyer
Third Advisor
Dr. Johari Harris
Abstract
Engagement is a student’s interest, participation, and motivation in the learning process and is a cornerstone of success in the classroom. The COVID-19 Pandemic overturned the traditional classroom, making the task of fostering engagement nearly impossible. Although pandemic-related research has largely focused on mental health and academic achievement, less attention has been given to instructional models promoting engagement in remote learning environments. Self-directed learning (SDL) is one model offering students digital autonomy and access to teachers and peers. This study examined the longitudinal data of student perceptions of their engagement through the COVID-19 Pandemic at an alternative high school and their preferences for either face-to-face or SDL classes after their return to in-person learning. This mixed-methods study utilized an explanatory sequential method using three different engagement-related surveys. The historical SEI data trends showed a decline in engagement before and at the beginning of the pandemic, and slow growth during the pandemic. A t-test confirmed that student-teacher relationships were stronger in SDL mathematics classes than in face-to-face classes. Themes related to student feelings of frustration, isolation, and student autonomy were prevalent throughout the pandemic. Implications from this research suggest that teachers, teacher educators, and administrators should focus on individualized relationships with students in all class types, as well as building SDL content to improve interactions with peers and the mathematical content.