A Qualitative Case Study to Explore Effective Instructional Strategies to Re-Engage the High School Learner in a Post-COVID Environment

This practice-based qualitative case study explored the effective instructional strategies high school teachers use to re-engage the learner in a post-COVID environment. The problem addressed was the lack of effective instructional strategies to re-engage students in the classroom post-pandemic. The theoretical framework used to guide the study was the zone of proximal development because the organization, research purpose, and data collection methods all aligned with instructional strategies. The final sample size of five participants all participated in an interview, three in classroom observations, and the submission of artifacts to support their lessons. Two of the three participants completed two 30-minute observations. The data collection methods were a questionnaire, semi-structured interviews, classroom observations and artifacts collection. Microsoft Teams was the tool for conducting and transcribing the interviews. Data collection and triangulation were from the questionnaire, interviews, observations, and artifacts within the NVivo data analysis program and Google Sheets. The key findings were the instructional strategies: peer interaction, physical movement, interaction with teacher, and computer interactive practices. The findings and contributions to educational practices indicate that teachers must change their teaching styles to re-engage the learner. Teachers made adaptations through computer-use, physical movement, peer interactions, and teacher interactions as components of this change. Data collected indicated areas of struggle within these changes contributing to technology issues and the social emotional state of the students. Future researchers might learn from and build upon this study by diving deeper into each of the themes mentioned for research question one within the framework of the social and emotional state of the students post-COVID. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]