Masters Thesis

21st Century Learning Practices: A Case Study of Student Response and Motivation in the Classroom

The purpose of this mixed methods case study was to investigate the affordances of 21st century learning practices that incorporated the “Four C’s” and students’ perceptions related to their motivation. The data was collected in two phases based on data collection instruments. The first phase collected quantitative data through a whole class pre/post survey. The second phase collected qualitative data towards the end of the study through field observations, one group interview, and ten one on one interviews with participating students. The two research questions used to guide this study were, “What is the impact of 21st century learning on development of the ‘Four C’s’?” and “What are the factors of 21st-century learning environments on students’ motivation to engage in learning activities?” The findings revealed a positive impact on students through the implementation of the “Four C’s” skill set from the use of technology, a project-based learning activity, and performance-based assessments. The students were more engaged in classroom activities and had more of a drive for learning.

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