Browsing by Subject "Third Grade"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item The Effect of the Good Behavior Game on the Behavior of Third-Grade Students(2020-07-27) Mooney, Danielle; Hecht, Allison; Beard, Kay; Rhoades, Thomas; School Improvement Leadership with Administrative Certification; Masters of EducationThe purpose of this study was to determine the effectiveness of the Good Behavior Game (GBG) in reducing the maladaptive behaviors of disruption and noncompliance in third-grade students. The study had a quasi-experimental one group design comparing pre-intervention/baseline frequencies of behavioral disruptions and noncompliance to intervention frequencies to determine the effects of the GBG on third-grade students. The baseline data was collected over 12 observations, which occurred over the course of one week. Then the GBG intervention was implemented for a four-week timeframe. During that time, frequency data was again collected over twelve observations. The difference in frequency between the pre-intervention (Mean = 8.33, SD = 11.52) and the intervention (Mean = 16.33, SD = 57.52) was not significantly significant [t (11) = -1.83, p = .09]. Therefore, the null hypothesis, which stated that the Good Behavior Game will have no significant impact on the frequency of behavioral disruptions and noncompliance of third-grade students, was retained.Item The Effects of Close Reading on Third Graders’ Reading Comprehension and Writing Skills(2019-05) Higdon, Nicole; Masters of EducationThe study was designed to examine the effectiveness that close reading strategies have on the improvement of reading comprehension, writing, and attitudes toward reading in third-grade students as compared with similar students using the customary county curriculum. The reading comprehension and writing tests were measured using Anne Arundel County Public Schools Quarter 2 and 3 English Language Arts Reading Benchmark Assessment. The students’ attitudes toward reading were measured using the Elementary Reading Attitude Survey. This research employed a quasi-experimental design using a pre-and posttest with the intact classrooms. The results of the study showed non-significant gain from pre-to posttest for both the treatment and control groups. The small increase in test scores were most likely due to the small sample size rather than the lack of substantial treatment effects. Further research needs to be conducted with a larger sample size for a longer time period.