Program
Education Doctorate
Number of Pages
161
Year Approved
2025
First Advisor
Dr. Meg Cavalier
Second Reader
Dr. Julie Winn
Third Reader
Dr. Scott Moats
Abstract
This quantitative study examines the relationship between discovery learning and student engagement and knowledge acquisition in Montessori versus traditional schools within the Dallas Independent School District (DISD). This study, grounded in constructivist and experiential learning theories, compared Montessori schools with traditional schools in DISD. A sample of middle school students, grades 6-8, participated in the research. Data was collected through standardized engagement surveys, academic assessments, and classroom observations. A comparative non-experimental design was employed to analyze differences in engagement and knowledge outcomes between the two educational approaches. Findings revealed that instructional method was not a significant predictor of student engagement, suggesting that engagement is influenced more by external factors such as teacher quality, school culture, and extracurricular opportunities rather than instructional approach. However, Montessori students were significantly more likely to meet grade-level expectations than their traditional school counterparts, indicating that discovery learning supports foundational knowledge acquisition. Despite this advantage in proficiency, the instructional method was not a significant predictor of mastery-level achievement, suggesting that additional structured reinforcement may be necessary for advanced learning. These results highlight the need for a balanced instructional approach that incorporates both student autonomy and structured support. The study provides valuable insights for educators and policymakers seeking to optimize learning environments by integrating effective pedagogical strategies that enhance both engagement and academic success.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Recommended Citation
Phelps, J. (2025). Investigating the Relationship Between Discovery Learning and Students' Engagement and Knowledge Acquisition in Montessori and Traditional Schools [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1170
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.