Browsing by Subject "Academic achievement -- Research"
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ItemAcademic Impact of Participation on a Division III Men’s Lacrosse Team(2014-12) Phelps, Jeremy; Masters of EducationThe purpose of this study was to determine if participation on an intercollegiate men’s lacrosse team would impact the academic performance of students. Data was gathered from the 2012, 2013 and 2014 academic years and compared through the use of a dependent t-test. The study showed no relation between participation on the men’s lacrosse team and positive or negative performance in the classroom. Research in the area of the impact of athletics on academic performance should continue as there are many other factors that could be considered in this area. ItemThe Effect of Direct Instruction of Reading Strategies On the Student Achievement in the Intermediate Grades(2014-07) Lindsay, Laura; Masters of EducationThe purpose of this study was to determine if the direct instruction of reading strategies has an effect on the achievement of intermediate students. The study consisted of a sample of ten fifth grade students who were directly instructed reading strategies using the scaffold model in a small group setting over a four month time period. The study involved the use of a pretest/posttest design to measure the achievement. The instrument that was used was the Qualitative Reading Inventory--4. The null hypothesis was rejected because the results were statistically significant that the direct instruction of reading strategies raised student achievement. Further research is necessary to uphold the finding that direct instruction of reading strategies is the most effective teaching method for influencing student achievement. ItemThe Effect of Focused Attention Span on Overall Academic Achievement(2014-12) Stasch, Kiley; Masters of EducationThis study focused on the effect of in-class exercise prior to a lesson on first graders’ attention span. The null hypothesis was that exercise would not significantly alter the student’s ability to maintain a longer attention span during the subsequent lesson. The subjects in this study were eight first grade students, six boys and two girls. Four of the boys were Caucasian; two were African American. One of the girls was Caucasian and the other was African American. Tallies were used to collect data through in-class observation of predetermined “off-task” behaviors, including calling out, getting out of their seat, talking to a neighbor, etc. Data was then compared between the lesson observed following a class-led exercise break and the lesson observed without exercise implemented at any point. The null hypothesis was rejected and the findings concluded that class-led exercise prior to a lesson did significantly reduce students’ observed “offtask” behaviors. ItemThe Effect of Instructional Group Size on the Academic Achievement of Highly Able Third Grade Math Students(2015-04) Purkey, MeganThe purpose of this study was to determine whether third grade students identified as gifted or highly able would have higher levels of achievement on unit tests in mathematics if they were instructed in small groups as opposed to receiving instruction as a whole class. To determine which approach resulted in higher levels of achievement, gain scores on assessments of unit content offered in small groups and in a whole group setting were compared. Students’ feelings about the content of the unit and its delivery using the two instructional conditions were assessed using a survey at the end of each unit and at the conclusion of the study. Results indicated that achievement gains were higher for the unit in which students were instructed in small groups. There was no significant difference in perceptions about the units or their content delivery through whole class versus small group instruction. While results suggested that small group instruction had benefits in terms of achievement, additional research controlling for factors which might affect the achievement outcomes and students’ perceptions, such as time of year and subject matter, appears to be warranted. ItemThe Effect of Integrated Movement on the Achievement of First Grade Students(2011-05) Baillie, Nicole; Masters of EducationThe purpose of this study was to determine whether integrated movement used during the teaching of a math unit affects the math achievement of first grade students in the classroom. The measurement tool was the Baltimore City Math Works Curriculum Unit Assessment. This study involved the use of a pretest/posttest design with an experimental group and a control group to compare data from February (before the intervention was implemented) to March of 2011 (after the intervention was complete). Achievement gains were inconclusive, though results could be attributed to a number of extraneous factors. Research in the area of integrated movement and its effects on achievement should continue, given that most of the existing research involves physical education programs outside of the regular classroom. ItemThe Effect of Integrative Motivation on Students’ Achievement among the Intermediate French Language Learners in a Community College Speech Community(2013-12) Badagbo, Yawo; Masters of EducationThis study examined whether integrative motivation would improve academic achievement in a French language learning classroom. The study was conducted with a speech community in the Intermediate French classroom at a midsize university outside of Baltimore, Maryland. The sample consisted of 27 students. It used a quasi-experimental pretest/posttest design to determine and compare the effects of integrative motivation on students’ achievement produced by cultural teaching strategies. The instrument used to measure the students’ achievement was the pretest/posttest designed by the researcher. Another instrument that was used in this experiment was questionnaires to measure students’ integrative motivation. The study began in September 2013 and concluded in October 2013. It was determined that integrative motivation has no significant effect on the students’ achievement. However, the survey produced a positive result by indicating that cultural instruction helped students. It is suggested that longitudinal research be conducted to confirm the results of this study. ItemThe Effect of Parent/Guardian Involvement via Communication with School Faculty on the Academic Achievement of High School students in English 9 and 12(2011-07) Welker, Rebecca; Masters of EducationThe purpose of this causal comparative study was to identify a relationship between student achievement in 9th and 12th grade English classes and teachers’ communication with parents/guardians at an urban high school in Southern Baltimore County. The study also examined teacher and student perceptions of parent involvement and increased motivation for academic achievement. This was determined by comparing students’ first and third quarter grades with the amount of parent-teacher communication that occurred during each quarter. Surveys of the participating English students and the school’s teachers were conducted to determine perceptions of student achievement, parent/guardian and teacher communication, and strategies to increase involvement. The research found that parent-teacher communication had little to no effect on the students’ academic achievement. The surveys indicated that while students felt pressure to achieve success academically in school, the perceived parental involvement in the educational process was notably low from students and teachers. It is concluded that more research must be conducted on parental involvement at the secondary level to encourage parental involvement and increase student motivation for academic success. ItemThe Effect of Participation in High School Athletics on Algebra Achievement(2011-07) Kelly, Brianna; Masters of EducationThe purpose of this study was to determine the effect of participating in a high school sport on ninth grade Algebra achievement. The Algebra I High School Assessment (HSA) was the measurement tool. This study involved the use of an assessment of Algebra I achievement to compare two groups of students, athletes and non-athletes. There were twenty-two athletic teams available for students to compete for to be considered an athlete. The assessment was given to all ninth grade students in May 2010. At the conclusion of the assessment, it was determined that Algebra I achievement gains were significant for athletes versus the achievement of non-athletes, although other factors affected the results. Further research in other HSA assessments and other programs implemented to help Algebra I HSA success is needed. ItemEffects of Coach Class on Student Achievement(2014-07) Hawks, Scott; Masters of EducationThe purpose of this study was to determine if attending coach class would have an impact on high school Algebra 1 students’ achievement. The students’ grades from second and third quarters were used as the measurement of achievement. The coach classes took place during the duration of the third quarter. Coach classes were available to students before or after school. At the conclusion of the third quarter, the students’ second and third quarter grades were compared, and it was found that attending the coach class showed no significant impact on the students’ achievements. More research about using coach class to impact student achievement is needed. ItemThe effects of parent communication through www.edline.net on the academic achievement of middle school students(2010-08) Charles, Rouland; Masters of EducationThe purpose of this study was to determine if sixth and seventh grade students would maintain academic achievement in language arts, science, and world cultures after parent and teachers communicated through www.edline.net for one quarter. The measurement tool was comparing students’ academic achievement from third quarter to fourth quarter. This study involved use of a dependent t analysis to measure the data collected from the content areas. Achievement results were mixed; language arts and science showed no improvement, while world cultures showed an improvement in academic achievement. ItemThe Effects of Parental Involvement on Student Success(2014-07) Montalbano, Victoria; Masters of EducationThe purpose of this study is to describe parent perceptions of school involvement with their ninth grade students. The tool used to measure involvement was the Parent Involvement Survey created by the researcher. The parents completed the survey electronically via Survey Monkey or using a paper and pen version sent home. This was a descriptive study, using the data collected in the survey to determine different levels of parent involvement by analyzing responses to the given prompts. Research in the area of successful types of involvement should continue given the various forms of parental involvement being used successfully in different schools across the United States. ItemThe Effects of Perceived Parental Involvement and Value of Achievement on Student Achievement in Inner-City African American 7th Grade Males(2014-07) Dempsey, Heather; Masters of EducationThis correlational study examined the relationships between perceptions parental involvement, beliefs about work and achievement, and students’ academic achievement. Previous research indicates that parental involvement in school activities benefits students’ academic success. However, the definition of “parental involvement” varies between ethnic, racial, and socioeconomic groups. Previous research has indicated that one program or type of “involvement” does not have the same effect for all students, and in fact, different populations require different levels and types of involvement to ensure success. The current study used a convenience sample and examined correlations between both students’ and parents’ perceptions of parental involvement, personal achievement values, and students’ actual academic achievement, defined by their GPA’s. No significant correlations were found between parental involvement, personal beliefs about achievement, and GPA. However, significant positive correlations were found between students’ and parents’ ratings of parental involvement and their beliefs about work and achievement, suggesting these perceptions were in accord with one another. While results of the study were inconclusive in determining the effectiveness of values and parental involvement on grades, they did yield some interesting findings and considerations for future research in this area. ItemThe Effects of Re-Teaching and Extension Activities on Student Achievement on Quarterly Science Benchmark Exams(2012-05) Beaumont, Ryan A.; Masters of EducationThe purpose of this study was to determine if the use of re-teaching and extension activities would improve student achievement on quarterly benchmark assessments in an eighth grade science classroom. The measurement tools used were the quarter one and quarter two eighth grade science benchmark exams. The design of this experiment was quasi-experimental using a pre-test and posttest comparison to examine the data. Achievement among all student groups from benchmark one to benchmark two improved; however, the gains in achievement were not statistically significant. In order to completely understand how re-teaching and extension activities can affect student achievement more research must be completed. ItemThe Effects of Staff Development Teachers on Student Learning Outcomes(2014-07) Kramer, Joseph S.; Masters of EducationThe purpose of this study was to examine the impacts of job-embedded professional development on teacher perception of student achievement. The measurement tools were two surveys. One done prior to the implementation of the Staff Development Teacher Program, and the other during its first year in the Baltimore County Public Schools. This study involved two schools in the county that had high participation rates in the two surveys. Teacher perception of student achievement was slightly higher during the first year of the Staff Development Teacher program. Research in this area should continue to look at a larger sample size and go beyond the first year of the programs implementation. ItemEncouraging Mastery in the Classroom: The Effect of Goal Orientation on Academic Performance(2015-07) Stec, GingerThe purposes of this study were to determine whether a relationship exists between students’ goal orientation (performance or mastery) and their performance on written English Language Arts (ELA) responses to reading passages and to determine whether students’ mindsets could be influenced through direct teaching about the mind’s ability to grow and through offering feedback highlighting specific improvements made and suggesting targets for improvement. The mindset of 23 third graders from a Maryland public school was assessed using a self-report questionnaire. Students then were then randomly assigned to matched control and treatment groups containing students of mastery and performance goal orientation. Students’ initial ELA scores were correlated with self-ratings of goal orientation to determine whether goal orientation significantly related to success on the ELA tasks. In an effort to foster mastery orientation, over the course of four weeks, students in the treatment group were shown a series of slideshows about the brain’s ability to grow. After completing written assignments, students in the treatment group were provided written feedback, reflected on their work and set learning goals using a standardized form and process. Students in the control group received feedback in the usual way and were not shown the slideshows. No significant correlation was found between students’ initial goal orientations and performance on written responses. The null hypotheses that changes mindset ratings of the initially performance oriented students in the treatment and control groups would not differ and that the gains in ELA scores of the initially performance- oriented students in the treatment and control group would not differ also were retained. Further research regarding the development of mastery orientation and the relationship between mindset and achievement appears to be warranted. ItemThe Exploration of the Relationships Between African American Students and their Non-African American Teachers and the Impact on Student Achievement(2011-07) Griffin, Kortney; Masters of EducationThe purpose of this study was to examine the relationships between African American students and their non-African American teachers through student perception and achievement. The measurement tool was a perception survey. The researcher analyzed a 23-question, Likertstyle survey completed by student participants that determined their views on school, teachers, and their perspective on individual relationships with their teacher. The questions sought to identify information about the students’ general perceptions of school and teacher qualities. The questions also sought information on students’ perceptions of actually receiving these qualities from their teachers. The results indicated that students, regardless of their academic achievement, value particular traits in their teachers. The results also indicate that students experience these qualities more frequently in teachers that have similar cultural backgrounds to them despite no correlation to student achievement. ItemHow to Increase Mathematics Achievement in At-Risk 6th Grade Students(2014-07) Powell, Shaneen; Masters of EducationThis study examined the impact of two interventions, Accelerated Math (AM) and Response to Intervention (RTI), on at-risk 6th grade students’ mathematics achievement. Participants with similar mathematics skills and who were identified as ‘at-risk’ were grouped into two groups of five. Each participant received a pretest, intervention, and posttest. One group received AM, and the other group received RTI. The groups met four times a week for 55-minute sessions for a total of three weeks. It was predicted that providing the mathematics interventions would not increase at-risk students’ mathematics scores. However, students’ scores improved under both conditions. Mean gains were 7.2 points for the AM condition and 10 points for the RTI condition. Therefore, the hypotheses that the interventions would not significantly improve mathematics scores were rejected. The hypothesis that the two interventions would yield statistically equivalent results was retained, however, as the mean difference in gains for the AM and RTI groups was not statistically significant. ItemThe Impact of Direct Reading Strategy Instruction on Student Academic Achievement(2014-07) Bolander, Maria; Masters of EducationThe purpose of this study was to determine the impact of teaching select reading strategies on academic achievement of fifth grade students in the area of reading comprehension. For this quasi-experimental study, students in a fifth grade reading class were randomly assigned to a treatment group who received traditional comprehension instruction with additional reading strategy instruction, or assigned to a control group which received the traditional comprehension instruction only. A pre- and post--assessment design was used in this study. The analysis of this study suggested significant improvement in reading performance for students provided with direct instruction in reading. The promising results and other research suggest that direct reading strategy instruction can improve reading comprehension scores in fifth grade students. Implications of the results and future research are discussed within the paper. ItemThe Impact of Student Behavior on Student Achievement(2012-05) Beaumont, Katie; Masters of EducationThe purpose of this causal-comparative study was to determine whether a relationship exists between students’ behavior in school and their academic achievement. The measurement tools used determine students’ achievement were the Anne Arundel County Public Schools Language Arts Benchmark Assessments. Discipline data were collected at the school through the School Wide Information System (SWIS) data collection program. Results from the study suggest that while some students with a high number of discipline referrals have lower mean test scores than students with a low number of referrals, overall there was no significant correlation between the number of referrals a student received and the student’s achievement on the benchmark assessments. Further studies will need to be conducted using larger, more representative groups to gain more conclusive information about the relationship between students’ achievement and their behavior in the school setting. ItemThe impact of teacher certification on student success on high school assessments(2010) Kauffman, David M. Jr.; Masters of EducationThe purpose of this study is to determine what, if any, impact teachers with highly qualified status who teach courses related to high stakes tests such as the high school assessments have upon student learning compared to teachers assigned to teach similar courses who only have provisional status. The measurement tools were the Maryland English 10 and Algebra High School Assessments. This study involved the English 10 and Algebra data from the May 2008 test administration. A higher percentage of students taught by certified teachers passed both assessments compared to students taught by conditionally certified teachers, although there were certain factors that could have had an impact on the results. Research in the area of teacher certifications impact on student achievement needs to continue as the focus on high stakes assessments grows. To see the complete paper, please contact Goucher College Archives & Special Collections at email@example.com.