Date
Spring 2017
Document Type
Master's Thesis (Open Access)
Degree Name
Master of Arts (M.A.)
Department
Teacher Education
Abstract
According to the U.S. Bureau of Labor Statistics, high school graduates with a diploma are more likely to secure a job and earn more income over their lifetime than non-graduates. Latinos have the largest racial/ethnic population of adults aged 25 and older with high school non-completion. This quasi-experimental quantitative research study was conducted for four weeks, with 30 Latino high school students with learning disabilities, in a low socioeconomic school district. In addition to typical instruction, the treatment group received the Self-Determined Learning Model of Instruction (SDLMI), and set goals utilizing the Goal Attainment Scaling Model (GAS). The control group received typical instruction. The Arc’s Self-Determination Scale (SDS) was implemented pre and post with both groups to determine if the SDLMI improved student level of self-determination. Independent and paired samples t-tests were conducted to determine if there were statistically significant differences between the means of both groups on the SDS. The results indicated that the SDLMI and goal-setting did not significantly increase Latino students with LD’s level of self-determination. Some improvements were noted in the results and in on-task behaviors with the treatment group. Suggested future research includes: shorter survey, questions accessible to ELL students, and increased time for goal-setting.
Recommended Citation
Leone, Jeanne, "The Self-Determined Learning Model of Instruction and Latino Students with Learning Disabilities" (2017). Capstone Projects and Master's Theses. 118.
https://digitalcommons.csumb.edu/caps_thes_all/118