Master of Education (M.Ed.) Theses
http://hdl.handle.net/11558/841
2024-03-28T17:37:09ZA Study Conducted on If Homeschooling Prepares Students With the Social, Emotional, and Academic Knowledge Needed to Enter a Public School Setting
http://hdl.handle.net/11558/6833
A Study Conducted on If Homeschooling Prepares Students With the Social, Emotional, and Academic Knowledge Needed to Enter a Public School Setting
The purpose of this study is to determine if homeschooling prepares students with the tools they need to enter a public-school setting. The participants of this study consisted of 8 college students from Milligan University in Johnson City, TN. Data was collected through the use of in person interviews. Participants will be asked a series of questions that will be recorded for transcription and data analysis later. Each participant will be kept confidential in the final analysis and will be given the chance to audit any of their information or answers after they are on a transcript. The results indicated that homeschool students, who enter into a public-school setting, can be prepared socially, emotionally and academically.
2022-12-22T00:00:00ZA Comparative Study of Students Comprehension Scores When Taught Using Physical Texts and Digital Texts in a 4th Grade ELA Classroom
http://hdl.handle.net/11558/6530
A Comparative Study of Students Comprehension Scores When Taught Using Physical Texts and Digital Texts in a 4th Grade ELA Classroom
The purpose of this study was to compare the outcomes of reading comprehension scores across two mediums, print and digital books in a fourth grade English Language Arts (ELA) class. The sample for this study consisted of fifteen students between the ages of nine and ten. Data were collected using two ELA practice checkpoint tests after two equal units in comprehension and difficulty were taught. One unit was taught using digital books and the other unit using print medium. Each test consisted of two texts and comprehension questions. Students took one test on paper with pencil, and another digitally using a Chromebook. The results indicated a significant difference between physical and digital texts, with digital texts outperforming physical texts. The results also indicated that females scored higher than males using the digital text, and males scored higher than females using the physical text. The results suggest that classroom teachers should teach reading comprehension strategies using methods for both physical and digital texts.
2022-04-01T00:00:00ZAn Investigation of the Factors that Motivate Students in Algebra II Math Class at a Selected High School in Tennessee.
http://hdl.handle.net/11558/6486
An Investigation of the Factors that Motivate Students in Algebra II Math Class at a Selected High School in Tennessee.
The purpose of this study was to investigate the factors involved in motivating high school students in Algebra II math courses. The study, conducted at a selected high school in East Tennessee, consisted of 21 students enrolled in an Algebra II course at that high school. The students were given a 49-item survey about school life, prior experience with math, teacher and classroom characteristics, and motivation for academics in general. In addition, 4 students were interviewed with questions based on the same categories as the survey. The data collected were analyzed and the dominant themes were identified. The themes consisted of a) a student’s sense of school belonging, at this school, had negligible or minor impact on their motivation in Algebra II. b) A student’s previous experience(s) in math had a significant influence on the student’s current motivation in Algebra II. c) Student motivation in Algebra II mathematics can be affected significantly by teacher characteristics, classroom environment and the presence or absence of student autonomy in the classroom. d) Motivation students have outside the mathematics classroom has little to no impact on the motivation inside the Algebra II classroom. The results suggest that Algebra II math teachers should make efforts to address the students’ prior experiences with mathematics and/or their current classroom environment in their Algebra II course. Therefore, Algebra II math teachers should make efforts to address these factors in order to increase the motivation of their Algebra II students.
2022-04-21T00:00:00ZA Comparative Study of Students Performance in Music Class When Taught Using Content Songs and Without Content Songs in 3rd Grade Class at a Selected Elementary School in Tennessee.
http://hdl.handle.net/11558/6424
A Comparative Study of Students Performance in Music Class When Taught Using Content Songs and Without Content Songs in 3rd Grade Class at a Selected Elementary School in Tennessee.
The purpose of this study was to compare students’ performance in a music class when they were taught using content songs and without content songs at a select elementary class. A sample of twenty-eight third graders learned two lessons, a lesson on the woodwind family through the use of a content song and on the brass family, without the use of a content song, gaining knowledge on four specific instruments from that family, based on the content of characteristics, parts, and pitch. After both lessons, an assessment of 12-items made up of three categories: characteristics, parts, and pitch, was administered to examine students' performance. A significant difference was found between the mean scores of both tests when students were taught using content songs and when taught without content songs. A significant difference was found between the test categories of characteristics, parts, and pitch when using subscores when taught with a content song and when taught without a content song. These results imply that musical mnemonic devices can be an effective teaching tool but maybe more coherent in an elementary music classroom where this strategy is in constant use-and music advocacy is active.
2022-04-18T00:00:00Z