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Title
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Context and Constructivism: Bridging Vocabulary, Critical Thinking, and Lifelong Learning
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Creator
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Michael Leimbach
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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action_research_project
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Date
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6/12/2026
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Abstract
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This action research project examined how constructivist learning strategies influenced vocabulary acquisition, contextual understanding, student engagement, and critical thinking among sophomore English Language Arts students at a rural Oregon high school. Guided by constructivist learning theory, the study focused on helping students connect academic vocabulary to their own experiences, interests, and prior knowledge through student-centered activities and collaborative learning opportunities. Data was collected through traditional vocabulary assessments, student-generated vocabulary projects, contextual quizzes, diagnostic testing, and student engagement measures.
The findings suggest that students demonstrated stronger vocabulary performance and contextual reasoning when instruction emphasized authentic, real-world applications and opportunities for student ownership. In particular, student-generated assessments and presentations produced some of the highest levels of achievement and engagement observed during the study. While results varied based on assessment design, participation, and student consistency, the overall trends indicate that constructivist approaches can support vocabulary development while encouraging curiosity, confidence, and transferable critical-thinking skills. These findings reinforce the value of student-centered instruction and the importance of helping students connect classroom learning to meaningful experiences beyond school.
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Keywords
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constructivism
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vocabulary
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context
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Committee Member
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Marcus Wenzel
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Ken Carano
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Rights
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Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Language
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eng
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Type
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text
