Perspectives on Using Multimedia in Social Studies for Student Engagement in Marginalized Youth: A Case Study

Abstract Marginalized youth are currently facing an academic crisis in schools. Research has shown that marginalized youth are statistically more likely to drop out of school and not graduate from high school (defined as the academic crisis in this study). One reason for these high drop-out rates is disengagement in what is taught and how content is delivered in school. When students cannot relate or connect to their studies, it causes disengagement and uninterest in school. The disengagement can lead to a lack of academic success, which creates negative motivation to drop out of school. The more marginalized youth are engaged, the more likely they are to stay in school and experience prolonged academic success. This study observed multimedia and its perceived impact on the engagement of marginalized youth in social studies courses. Many schools and districts restrict the use of multimedia in classrooms. If multimedia-rich classrooms keep students engaged, this study could help debunk negative perspectives about using multimedia in schools that serve marginalized youth. A design-based research case study explored teacher and student perspectives on using multimedia to engage students in 8th-grade social studies courses. This study used triangulation of data from surveys, observations, and student reflections detailing perspectives on using multimedia in social studies classes. Implications of this study includes school districts and educational institutions that serve marginalized youth beginning to use multimedia in their curriculum to connect students, increase engagement and academic success, and curb drop-out rates for marginalized youth. Key terms: marginalized youth, student engagement, multimedia, multimedia-rich lessons v. traditional lesson