Campus Location

Abilene Campus

Date of Award

Spring 5-9-2020

Document Type

Manuscript

Department

Teacher Education

Degree Name

Master of Education in Teaching and Learning

First Advisor

Dana Mayhall

Second Advisor

Andrew Huddleston

Abstract

This study examined ninth-grade students’ acceptance of their own mistakes in the classroom. The author implemented a journaling process twice a week in an attempt to give students a positive perception of their academic failures in a school setting. She collected data by using surveys, interviews, reflective writing, and a focus group. On top of this, the researcher asked about student perceptions of the journaling process as applied to the acceptance of their mistakes. Surveys were analyzed using descriptive statistics and were graphed. The constant-comparative method was used to understand major themes. This resulted in four major findings which included the following: students became more aware of their responses to and from others, they had a deeper understanding of the fact that mistakes are valuable, they understood how their perceptions of themselves played a role in accepting mistakes, and journaling gave them an outlet to express their emotions with mistakes.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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