Influence of the Teaching-Learning Process on Student Learning in an After-School Program

• In Event: AERA Research in Progress Roundtable Session Five
  In Invited Roundtable: Research-in-Progress RT042 (Sunday)

Abstract

The qualitative case study examines the influence of teaching-learning processes on student outcomes in the ACCEYSS after-school horticulture program, serving predominantly Black, Latinx, and Indigenous youth. Through classroom observations, interviews, and pre/post surveys, the research analyzes how flexible instructional methods, trauma-sensitive environments, and community partnerships impact STEM, agriculture, and entrepreneurship engagement. ACCEYSS builds sustainable pathways by collaborating with universities and grassroots organizations. Preliminary findings reveal modest gains in student interest and highlight the need for enhanced curricular adaptation and support for at-risk learners. The study’s insights inform best practices for advancing equity-focused, culturally responsive enrichment in informal STEM education settings.

Author

• Arnob Kumar Saha, University of North Texas