Students' Experiences in an Activity-Driven Extended Learning Time Program

• In Event: Roundtable Session 54
  In Roundtable Session: Understanding Youth Perceptions and Outcomes in Spaces for Extended Learning

Abstract

Self-determination theory provides a framework for examining student experiences expanded learning time (ELT) programs. The purpose of this study was to examine students’ experiences in an first year ELT program. A mixed methods approach was employed that considered the perceptions of student participants. Findings indicated that students were more likely to perceive a student-centered learning climate, competence, relatedness, and self-determined motivation when participating in at least some programs that involved physical activity. Students discussed the importance of active learning, relatedness, and time management as key factors to their enjoyment. Findings provide practical applications for ELT providers and future directors for scholarship.

Authors

• Michael A Hemphill, College of Charleston

• Kevin Andrew R. Richards, University of Alabama

• Paul M Wright, Northern Illinois University