Abstract
The purpose of this study was to determine the effect of summarizing strategies on students’ academic achievement, attitude, and engagement toward learning. The study involved 59 high school 11th-Grade U.S. History students. One class received direct instruction, while the other received summarizing instruction. Achievement was measured using pre- and posttest scores. Achievement scores for summarizing instruction students were slightly higher than direct instruction students. Students’ attitudes toward U.S. History were measured using a nine-item survey, and results indicated that both groups believed summarizing strategies were sound strategies for learning and remembering new content knowledge. The student engagement results showed higher levels of engagement from the summarizing instruction group. Based on the findings, the implications of this study are important in supporting the use of summarizing instruction strategies to promote the improved attitudes and active engagement of students toward learning U.S. History.
Recommended Citation
Belue, Robin A.; Martinez, James; Suriel, Regina; and Martin, Ellice P.
(2018)
"Summarizing Instruction in 11th-Grade U.S. History Course,"
Journal of Multicultural Affairs: Vol. 3:
Iss.
1, Article 4.
Available at:
https://scholarworks.sfasu.edu/jma/vol3/iss1/4
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