Students’ perceptions of real engagement in active problem solving

Abstract

ABSTRACT The purpose of this study was to explore 42 elementary students’ perceptions of their experiences while they were engaging in a class in which the Real Engagement in Active Problem Solving (REAPS) model was used. A qualitative study was conducted to analyze their responses. Individual interviews and artifacts were collected and analyzed. Themes were identified in students’ perceptions across interview questions: topic, process, activity, collaboration, support, intrapersonal skills, and emotions. Researchers recommend integrating REAPS in different contexts and collecting adequate background information as a way to understand the effectiveness of REAPS. Differentiation principles applied in REAPS were beneficial to students’ engagement, thereby helping them to achieve long-lasting learning.