ORCID

https://orcid.org/0009-0005-1492-5666

Date of Award

2024

Document Type

Dissertation

Degree Name

Philosophy (Ph.D)

Department

Education Specialties

First Advisor

Richard Brown

Second Advisor

Michael R. Sampson

Abstract

Current global trends demand that we remain conscious of how distinct norms in groups we affiliate with affect decisions. Among developmental aspects, childhood language acquisition depends heavily on epigenetic interactions between the innate and the immediate environment (Sinha, 2017). This explanatory sequential mixed methods study explored how high school students acquire and incrementally build their vocabulary while utilizing emergent learning trends divergent from traditional curricula. The study leans on schema theory, critical race theory, whole-language theory, and reciprocal model. The independent variable is literacy curriculum, while the dependent variable is vocabulary acquisition. The researcher utilized classroom lesson observations, one-on-one interviews, focus group discussions, and surveys to collect data and gain insights into vocabulary trends. A total of 70 students aged between 16 and 19 years participated in the study; 38 males (54.3%) and 32 females (45.7%) responded to the survey. The researcher administered surveys to nine teachers: seven females (77.8%) and two males (22.2%). Five students participated in focus group discussions. The sampled teachers ranged between 31- 60 years, with 50% between 41-50 years, 33.3% 31- 40 years, and 16.7% were 51- 60 years. Five teach English (55.6%), two teach Theology (22.2%), and two teach Special Education (22.2%). Of the nine, three participants had 21-30 years of experience, while three had 1-10 years, 11-20 years, and 5-10 years of experience, respectively. Data was analyzed using quantitative and qualitative approaches in MAXQDA software. The findings were triangulated, interpreted, integrated, and discussed using converged data results and findings. The researcher hopes this study will enlighten education stakeholders on the benefits of flexible curricula. This might inform policy on the prevailing trajectory of literacy skills development, leading to revised curricula and best practices in education. Replicating this study on a larger scale will bolster the research base. Sharing their literacy development experiences and knowing their viewpoints are valued might have fostered a sense of belonging in students and enhanced their self-reverence. As senior students, participation may motivate them to pursue higher education. Keywords: constructivist, positivist, paradigm, mixed methods, vocabulary acquisition, literacy development, struggling readers

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