Date of Award

6-19-2024

Publication Type

Thesis

Degree Name

M.Ed.

Department

Education

Keywords

ADHD symptoms;female undergraduates;inclusive practices;perceptions of space and time;university classrooms

Supervisor

Lindsey Jaber

Abstract

This study aims to explore the perceptions of space and time in classroom environments among female undergraduate students in Canada with symptoms of attention deficit/hyperactivity disorder (ADHD) and how these perceptions influence their classroom experiences. Through qualitative research methods, the researcher collected and analyzed detailed narratives from seven female undergraduate students with self-reported ADHD symptoms regarding their classroom experiences. Using the theoretical lenses of social ecology and intersectionality, the study then analyzed the specific impacts of classroom environments on their academic experiences from four levels: institutional, communal, interpersonal, and individual. The researcher found that a conducive campus environment enhances students' learning experiences, while negative perceptions of classroom facilities decrease classroom engagement. Perceptions of course scheduling also have significant impacts on academic experiences. In response to the findings, the study proposes a series of improvement measures. For instructors, it suggests adopting flexible teaching strategies, increasing sensitivity to students with learning and other needs. For educational institutions, it recommends improving curriculum design and classroom arrangements to promote inclusive education practices. The study's conclusions underscored the complexity of understanding and addressing the classroom experiences of female undergraduate students with ADHD symptoms, providing insights for teachers and university administrators to improve educational environments and promote the well-being of all students.

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