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WE PLAY TOGETHER; WE STAY TOGETHER: EDUTAINMENT’S INFLUENCE ON STUDENTS OF COLOR FROM LOW-SOCIOECONOMIC STATUS COMMUNITIES
Morris-Sol, Kyle
Morris-Sol, Kyle
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Thesis/Dissertation
Date
2025-05
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Department
Educational Leadership
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https://doi.org/10.34944/wy8t-fr60
Abstract
This dissertation aimed to discover methods through which teachers can apply edutainment to support the academic progress of low-socioeconomic status (SES) students of color in a Philadelphia charter school. The research study focused on a teacher population of 20 members who teach students from Grades 5 to 8. The researcher used qualitative methods to study the educational workshop’s edutainment-based effects on teachers’ perceptions of learning and student engagement. The research examined how edutainment functions as an educational tool to boost academic results and motivate teachers to adopt this method in their teaching materials.
The researcher distributed surveys to teachers to measure their perceived effectiveness of edutainment as it related to student achievement after the intervention program. Interviews were conducted to gather detailed information about teacher perceptions and teaching experiences when using edutainment as an educational approach. The discussions revealed complex aspects of how edutainment affects educational experiences for low-SES students of color along with their observed advantages and drawbacks.
This study provides knowledge to the educational instructional field through its examination of edutainment’s ability to close educational disparities in underserved communities. The research aimed to develop knowledge about edutainment’s potential to enhance learning results for low-SES students of color to guide future educational approaches and interventions that enhance student engagement and accessibility in education.
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