Engaging Students Through Relevance Based Instruction in Social Studies
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-11-2026 8:30 AM
End Date
4-11-2026 9:45 AM
Abstract
Abstract: Student engagement is a persistent topic in middle school classrooms, particularly when students perceive content as disconnected from their lives and experiences. This study investigates how relevance-based instructional strategies in social studies influences student engagement, with a focus on participation in class discussions, effort, consistency across assignments, and overall attentiveness during instruction. Relevance-based instruction is defined as an approach that intentionally connects academic content to students’ personal experiences, interests, real-world issues, and potential future applications, thereby increasing the perceived value and meaning of learning (Orthner et al., 2013). In this study, relevance-based strategies were purposefully implemented by linking social studies content to students, promoting academic meaning. This research was conducted in a sixth grade classroom consisting of thirteen students with diverse academic abilities, backgrounds, and learning needs. Instructional procedures included daily opening work, exit slips, and structured class discussions. Data collection consists of student work samples, observations, participation tracking, and engagement measures across instructional periods. The study is grounded in the research indicating that relevance-based and career-connected instruction positively influences student engagement and academic outcomes (Hernandez-Gantes et al., 2018; Orthner, 2013;Woolley, 2013). By focusing specifically on social studies classrooms, this research addresses a gap in the literature and centers student engagement data and lived experiences.
Engaging Students Through Relevance Based Instruction in Social Studies
CNS Atrium
Abstract: Student engagement is a persistent topic in middle school classrooms, particularly when students perceive content as disconnected from their lives and experiences. This study investigates how relevance-based instructional strategies in social studies influences student engagement, with a focus on participation in class discussions, effort, consistency across assignments, and overall attentiveness during instruction. Relevance-based instruction is defined as an approach that intentionally connects academic content to students’ personal experiences, interests, real-world issues, and potential future applications, thereby increasing the perceived value and meaning of learning (Orthner et al., 2013). In this study, relevance-based strategies were purposefully implemented by linking social studies content to students, promoting academic meaning. This research was conducted in a sixth grade classroom consisting of thirteen students with diverse academic abilities, backgrounds, and learning needs. Instructional procedures included daily opening work, exit slips, and structured class discussions. Data collection consists of student work samples, observations, participation tracking, and engagement measures across instructional periods. The study is grounded in the research indicating that relevance-based and career-connected instruction positively influences student engagement and academic outcomes (Hernandez-Gantes et al., 2018; Orthner, 2013;Woolley, 2013). By focusing specifically on social studies classrooms, this research addresses a gap in the literature and centers student engagement data and lived experiences.