TDNet Discover

The purpose of this mixed-methods capstone study is to investigate strategies to increase engagement, belonging, and connection among ninth-grade students enrolled in a virtual high school through participation in clubs, volunteer opportunities, and recognition programs. Student belonging and engagement are generally defined in this study as students’ perceptions of connection, participation, and recognition within the virtual school community. Guided by SelfDetermination Theory, this study examines how the psychological needs of autonomy, competence, and relatedness influence students’ participation and perceptions of belonging in a virtual learning environment. The study is situated at a public virtual high school serving ninthgrade students and utilizes a mixed-methods design that integrates quantitative and qualitative data to provide a comprehensive understanding of student experiences. Quantitative data are collected through attendance records for clubs, volunteer activities, and recognition programs, as well as survey data on students’ sense of belonging and engagement. Qualitative data are gathered through student interviews and focus groups to explore students’ perceptions of connection, barriers to participation, and the perceived value of school-sponsored engagement opportunities. Data analysis procedures include descriptive statistical analysis of participation trends and thematic analysis of qualitative responses. The findings of this study are intended to inform school leaders, educators, and stakeholders about evidence-based strategies that support student belonging and engagement in virtual learning environments, particularly during the critical transition into ninth grade.