| This dissertation examined how high school students perceive, assess, and value contemporary learning constructs in relation to learning methods they acquired earlier. Although quantitative research has shown that newer learning constructs can improve school performance, case study research has been suggested to elucidate why. Eight 11th grade students from a high school in Arizona employed and examined a composite of newer learning constructs such as brain-based learning, learning styles, and multiple intelligences theory that have evolved since the 1980s. Data instruments included a pre-instruction survey, interviews, observations, journal entries, group forums, and a post-participation survey.; The study provides insight into students' cognitive diversity. Participants enjoyed developing a more introspective approach to learning versus habitually using traditional practices without question. In the process, they discovered newer learning modalities, which, even in combination with traditional methods, gave them new tools that they acknowledged enhanced their capacity to learn in different and better ways.; The findings suggest that students are capable of self-assessing learning needs to afford themselves a better learning experience. Generally, students have not been invited to assess learning methods personally or for a system. The study indicates that educators should value and encourage high school students' input as a resource to promote student interest in learning, create change by investigating how to learn better, improve school performance, and ultimately benefit society. |
