Perceptions of Introverted Students and Their Teacher in a Middle-School ELAR Classroom

Author

Kimberly RempelFollow

Campus Location

Abilene Campus

Date of Award

Spring 5-12-2023

Document Type

Manuscript

Department

Teacher Education

Degree Name

Master of Education in Teaching and Learning

First Advisor

Andrew Huddleston

Abstract

The purpose of this study was to determine introverted students’ perceptions about their honor’s ELAR class and to determine if they succeed better with choice board assignments versus non-choice assignments. This study was conducted at a West Texas middle school in an honor’s eighth-grade ELAR classroom. Students completed the Myers-Briggs personality test to determine their status as introverted or extroverted (Myers & Myers, 2014). Data was collected through a survey, student and teacher interviews, and student assignment grades. Data was analyzed through the constant comparative method, and students’ grades were compared using descriptive statistics. The study found that teacher and student perceptions were similar as they showcased that introverted students had a high level of negative thought regarding speaking in the classroom, a high level of concern regarding working with others, many negative feelings surrounding introvertedness, and a favoritism for choice in assignments. Additionally, introverted students performed better on choice board assignments.

Creative Commons License

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

Recommended Citation

Rempel, Kimberly, "Perceptions of Introverted Students and Their Teacher in a Middle-School ELAR Classroom" (2023). Masters of Education in Teaching and Learning. 70.
https://digitalcommons.acu.edu/metl/70