Semester of Graduation
Spring 2026
Degree Type
Dissertation
Degree Name
Educational Leadership
Department
Bagwell College of Education
Committee Chair/First Advisor
Dr. Sheryl Croft
Second Advisor
Dr. Albert Jimenez
Third Advisor
Dr. Keneisha L. Harrington
Abstract
This study examined the impact of experiential learning on student achievement in a high-poverty Title I middle school and explored how school leaders perceive and support its implementation. Grounded in experiential learning, active learning, and social justice theories, this research aimed to better understand how instructional practices can improve outcomes for students facing economic and educational challenges. A convergent parallel mixed-methods design was used. Quantitative data were collected through pre- and post-assessments administered to two groups of eighth-grade mathematics students: one receiving experiential learning instruction and the other receiving traditional instruction. Qualitative data were collected through surveys of school administrators to capture their perceptions and experiences with experiential learning. Findings showed that both groups demonstrated academic growth, with the experiential learning group showing meaningful gains. Statistical analysis confirmed these improvements were significant. Administrators viewed experiential learning as an effective approach for increasing student engagement and supporting achievement, but identified challenges related to resources, time, and teacher readiness. Overall, the findings suggest that experiential learning can support student achievement in high-poverty schools when it is intentionally implemented and supported by school leadership. These results highlight the importance of providing educators with the training and resources needed to sustain meaningful instructional practices.
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Science and Mathematics Education Commons