Content Description

This basic qualitative case study examined the influence of experiential learning projects and business partnerships on high school mathematics students. Grounded in constructivist learning theory, the study aimed to explore how experiential projects influenced students’ experiences, long-term impact, and post-high school endeavors. Data were collected through semi-structured interviews with 10 participants, in which co-construction of meaning guided the development of themes to help answer the intended research questions. When conducting a thematic analysis from the interviews, five major themes emerged, including (a) creative freedom and student ownership, (b) collaboration and shared learning, (c) challenge, apprehension, and persistence, (d) authentic application of learning, and (e) personal growth and lasting impact. Participants consistently cited higher engagement in experiential projects than in traditional environments, due to their learning being highly autonomous while also connecting to relevant contexts. The study’s implications underscore the need for high school mathematics environments to be student-centered, with experiential projects that support student learning in the content area. Additionally, high school mathematics curricula should incorporate relevant contexts and business partnerships to support students’ holistic development. Recommendations for future studies include exploring the influence of experiential projects across diverse settings, while considering how these opportunities affect student motivation and mathematical achievement.

Acquisition Type

Transfer

Provenance

Johnson, Brandon

Restrictions Apply

No