Date of Award

Summer 8-1-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

College

College of Education and Social Sciences

First Advisor

Anthony Setari

Second Advisor

Sheena Kauppila

Third Advisor

Lee Hunter

Abstract

Numerous students across the United States are observed as being disengaged and bored in several of their learning experiences. Similarly, innumerable students also self-report being bored and disengaged. Over 40% of South Carolina (SC) students in Grades 3–8 report being compliant, disengaged, or mixed in all three domains (behaviorally, cognitively, and emotionally). Hattie and Donoghue propose a new conceptual learning model—skill, will, and thrill. They suggest that this model will improve student learning experiences to the transfer level, which is thrill. At the thrill level, students can then apply their learning to similar or different contexts. As the concept of learning thrill is new, this study sought to understand how nine SC instructional leaders perceive and conceptualize learning thrill.

A qualitative exploratory interview study was conducted with nine participants. This research method allowed for the exploration of the concept of learning thrill to make meaning based on the lived experiences of SC instructional leaders within the schools they serve. Interview participants were instructional leaders who either served as a school principal or curriculum coach in a traditional or Montessori public school. Instructional leaders were selected due to their lived experiences observing learning in many classrooms, providing a broader view through which they could construct their conceptualization of learning thrill. Instructional leaders were also chosen due to their impact and influence on teaching and learning in schools.

Transcripts from semi-structured interviews were analyzed to identify common themes. Themes identified as conditions enabling learning thrill were observed in student experiences during which students were deeply engaged, intrinsically motivated, connected to learning, and had agency. Themes were also identified and described as factors in creating a learning thrill. Pedagogical practices included teacher clarity, student discussion, and collaboration. Curriculum resources, teacher content knowledge, and course content were also themes that supported experiences leading to thrill.

Learning thrill does not occur by happenstance but can and should be planned for to incorporate the identified themes when applicable and possibly based on the level of learning occurring (surface or deeper). The research conducted was foundational to the concept of thrill, based on Hattie and Donoghue’s conceptual model. I strongly encourage further research to better understand the concept of learning thrill, make meaning of it, and identify its enabling conditions based on student perceptions. The importance of this work can be seen in its potential to transform learning experiences of surface-level instruction leading to boredom and to identify conditions that foster learning thrill for students, which allows them to transfer their learning.

When instructional leaders can support teachers to deliberately plan learning experiences whereby students have clarity of learning targets, agency, and connections to content and tasks, deeply engaging experiences where students collaborate and discuss their learning and are intrinsically motivated, and then learning thrill is experienced, ultimately, students will not be bored, and achievement will increase.

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