The Impact of direct instruction on Students [sic] AP World History Document Based Question Scores

Abstract

The purpose of this study is to investigate how comprehension reading strategies impact students’ ability to comprehend social studies texts. The measurement tool was the Advanced Placement World History DBQ and the Advanced Placement World History Document Based Question Rubric. This was a quasi-experimental posttest-only nonequivalent control group study that compared DBQ scores of students who received direction comprehension strategy teaching and graphic organizers to DBQ scores of students who did not. The null hypothesis was that direct instruction on the SOAPStone strategy and the graphic organizer will not have a significant on DBQ scores. Although there has been research suggesting that direct instruction of comprehension strategies for social studies texts can increase student’s comprehension, there has been little research done on strategies to help students analyze social studies texts in order to increase AP World History DBQ scores. More research should be done on this in order improve DBQ scores on the AP World History exam. After completing this study, the null hypothesis was supported that direct instruction on the SOAPStone strategy and the graphic organizer will not have an effect on students on students DBQ scores.