The aim of this study is to examine the effects of school-to-work programs on cognitive engagement from the students’ perspective. The study was guided by the question: “How do students perceive their cognitive engagement in learning when participating in school-to-work transition programs”? Using a case study methodology, data were collected from ten students at a rural high school using semi-structured interviews, and were analyzed using the constant comparative method. The results show an increase in cognitive engagement and the motivation to graduate as a result of participation in the school-to-work program. This increase in cognitive engagement is attributed to the students’ career preparedness, and the hands-on practical experiences gained from the program. By studying the students’ perception of their own engagement we gain a better understanding of the contributing factors that lead to increased cognitive engagement and motivation levels.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/20376 |
| Date | January 2011 |
| Creators | Doucette, Dean |
| Contributors | Duquette, Cheryll |
| Publisher | Université d'Ottawa / University of Ottawa |
| Source Sets | Université d’Ottawa |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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