Master of Education (M.Ed.) Theses

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Digital Parent-Teacher Communication: The Effectiveness of Using Technology to Facilitate Parent-Teacher Communication and its Impact on Parent Involvement
(2021-04-22) Grow, Lindsey; Dula, Mark
The purpose of this study is to determine the following; parent and teacher perceptions of digital communication, parent/teacher preferences, and how digital communication impacts parent involvement. The sample consisted of three 4th grade teachers and four parents of students in the 4th grade. Subjects came from a local school in Johnson City, Tennessee and participated in interviews via Zoom or in person. Parents were asked to share their experiences with technology and teacher communication, while teachers were asked to share their experiences with technology, parent communication, and parent involvement. Both parents and teachers cited benefits of using technology to communicate with one another. Both parties believed that technology has increased communication between each other and thus increased parent involvement. Teachers believed that technology has increased daily communication, while parents believe that technology has made communication easier. The responses in this study echo the existing data on parent involvement, parent and teacher communication, and the benefits of technology as a method of parent, guardian, and teacher communication.
The Effects of Choice of Activities on Student Motivation and Physical Activity Behavior in Middle School Physical Education
(2019-05-07) Dugger, Emily; Dula, Mark
The purpose of this study was to determine whether or not providing students with choice in a selected middle school physical education class effects students motivation to participate and engage in the lesson. The participants in this study consisted of 30 eighth grade students in a physical education class located in a semi-rural public middle school in Northeastern Tennessee. Of the 30 students who participated in the study, 18 were female and 12 were male. Prior to conducting this study, the students were divided into two groups both containing a total of 15 students per group. The students for each group were randomly selected by the instructor. The first group of students contained 8 females and 7 males and was the “choice” group. This particular group of students were allowed to have a voice in their learning experience by choosing which fitness-based stations he or she wanted to complete during the lesson. The second group of students contained 10 females and 5 males and was the “instructed” group. This group of students were not granted a choice during this lesson and had to complete the fitness-based stations that the instructor told them to. All students were required to complete at least 4 stations out of the fitness-based lesson, however the choice group got to choose which stations they wanted to complete and the instructed group did not. All the data collected for this study was collected using assessments based off of The Sport Motivation Scale and The Situational Motivation Scale. The facilitator also used student self-assessments and physical education performance-based assessments to gather data related to the research. The results of the first independent samples t-test indicated there was a significant difference between the students who were provided a choice and those who were not (p=0.001). The results of the second independent samples t-test indicated there was a significant difference between male’s and female’s motivation to participate (p=0.009). The concluding independent samples t-test indicated there was not a significant difference between the students who participate in athletic teams or extra-curricular activities than those who do not.
The Effects of Digital Media and Print Media on the Performance of a 4th Grade ELA Class
(2020-04-27) Whelan, Lucy; Dula, Mark
The purpose of this study was to determine if students perform better when a lesson is taught using digital media rather than print media. The sample consisted of students from a selected fourth grade ELA class in Northeast Tennessee. The study was completed over a two-week span. In the first week, the students were taught a unit using only print media, then assessed at the end of the week. In the second week, the students were taught a similar unit using only digital media, then assessed at the end of the week. Each students’ scores were compiled into a spreadsheet and compared using a paired t-test. There was a significant difference in scores when students were taught using digital media (p=.001). The results indicate that the use of digital media significantly increases student performance.
An Examination of Obesity and Activity Rates in Tennessee High School Students
(2020-04-27) Torbert, Carson; Dula, Mark
Obesity rates in the United States as well as the rest of world have been on the rise. These rates do not only include adults, but they include children as well. It was the purpose of this study to determine how significant this rise was within the children of Tennessee. Not only were obesity levels observed in this study, but so was the physical activity, screen time, and attendance in Physical Education classes. Research was gathered on the benefits of physical activity on the body as well as effects that obesity has on the body. The Youth Risk Behavior Surveillance System (YRBSS) was utilized to gather the data for this study. The YRBSS is a study sent home to students that ask questions about their alcohol use, tobacco use, physical activity, and nutritional intake. The participants in this study were selected by the YRBSS, and it was sent to every county in Tennessee. There was one weighted county from the YRBSS and it was Shelby County. The data that was selected for this study was taken from answers to the surveys that were taken in 2007 and 2017. The data that was utilized for this study was a combination of the male and female answers to the questions. An independent sample t-test was used in order to determine if there was a significant difference in the answers from 2007 and 2017.
The Impact of Praise in the Inclusion Preschool Classroom
(2019-10-03) Smith, Cameron; Dula, Mark
The purpose of this study is to examine the effects of praise in the inclusion preschool classroom as it pertains to students with and without identified disabilities. Praise and extrinsic/intrinsic incentives can have an immense effect on behavior management, and can create a positive learning environment for all in the classroom. The data in this study was comprised from observations in one rural Southwest Virginia inclusion preschool classroom. Daily behaviors, activities, and incentives were documented, as well as the amount of times students with and without disabilities were praised throughout the daily circle time instructional period. Results suggested that praise positively impacted the overall behavior of the classroom, and that students with disabilities were often praised more than those without, however this did not negatively impact students without disabilities. Students from both groups responded similarly to praise, intrinsic motivation, and extrinsic motivation. Students are more likely to present with good behavior in the classroom when they are praised for things throughout lessons. When teachers are properly trained on how to use these techniques along with behavior management, the classroom environment will benefit.
The Influence of Differentiation on Student Behavior and Achievement
(2019-05-12) Williams, Savannah; Dula, Mark
The purpose of this study is to examine how a teacher’s preparedness and thus their familiarity with differentiation affects student achievement. The sample consisted of 242 students; 97 students were surveyed from kindergarten, 66 students were surveyed from first-grade, and 79 students were surveyed from second-grade. The data for this qualitative study consisted of two surveys created by the researcher and interviews with both students and the teachers. The student survey asked students true or false questions about their classroom environment, attitudes about school, and methods of instruction used in their classrooms. The teacher survey focused on the types of instruction that each teacher uses in their classroom. The interviews took the results from the two surveys and went more in depth to understand the responses that were given on the surveys. Results revealed that differentiation has positive effects on student attitudes and perceptions of their teacher. Students are positively impacted when teachers take the time to get to know them and tailor education to fit their needs. Differentiation is an excellent way for teachers to provide each student with equal opportunities to succeed in the classroom.
Investigation into student seating preferences of middle and secondary school science teachers
(2020-05-19) Young, Matthew; Dula, Mark
Knowing how and where to sit students in the classroom is a key component in managing student behavior and creating the best environment for student achievement. In some instances, an educator may have a boisterous classroom where students talking unnecessarily is a discipline issue. The teacher may want to assign seats to students and place them in areas of the class where they are less likely to talk and be disruptive. Another facet to consider is how the students are arranged. Rows, circles, and groups are just a few ways that teachers can position their students and each arrangement has its own benefit. The purpose of this research is to explore this topic in greater detail to answer the question: Is there an optimal seating method that can be used in the science classroom to maintain discipline and improve student achievement? A qualitative approach was utilized to gather information by interviewing secondary science teachers about their seating preferences. Themes were identified and recommendations have been made as to the most efficient way to maintain discipline in the classroom while stimulating achievement through seating.
Investigation of the Perceived Needs of Elementary Teachers Whose Classes Contain Students Learning English
(2020-04-08) Foxx, Rebecca; Dula, Mark
The purpose of this study was to investigate the perceived needs of content area elementary level teachers who are instructing students with limited English proficiency in their classes. Teachers at an elementary school in Northeast Tennessee completed a survey, personal interview, and were observed in one class while they instructed a class containing at least one student learning English (El). Data was triangulated and coded to identify common themes around the question, “What are the perceived needs of classroom teachers who have students with limited English proficiency?”
Motivating Factors Affecting the Recruitment and Retention of Suburban Middle School Band Students
(2019-05-05) Howard, Kevin; Dula, Mark
The purpose of this study was to examine various motivators associated with student decision-making and investigate the impact of those motivators on a student’s band participation during their middle-grade years. The goal was to identify which motivation type had the greatest impact on student choice. This quantitative study surveyed a variety of motivational factors impacting student choice and decision-making for 10 to 14-year-old band students within a suburban area. Motivation types included in the study were teacher-student relationships, peer influence, family involvement, success/failure, intrinsic, extrinsic, and competition/ego. The sample contained in this study included 378 band students from a suburban school district in East Tennessee. Data gathered from the responses to the survey indicated that of the motivational topics that were included in this study, teacher relationship and intrinsic motivation were the two areas which had the greatest influence on whether or not a student would choose to remain in band or quit. Interest in becoming involved in another activity; such as sports, different organizations, or school curriculum, was also a strong factor in a student’s decision as to their ongoing participation in band.
A Parent’s / Guardian’s Involvement in Educational and Extra-curricular Activities Leads to Improved Student Academic Success
(2019-05-08) Shell, Mary; Dula, Mark
In this study, the question proposed is: Do children whose parents / guardians take an active role in either educational or extra-curricular activities show a higher rate of academic achievement? The goal of this study, which took place in a rural elementary school in East Tennessee, is to prove that parent/family engagement in a child’s educational or extra-curricular activities leads to greater academic achievement for that student.
Professional Knowledge of Adverse Childhood Experiences
(2019-05-06) Bauer, Sommer; Dula, Mark
Adverse Childhood Experiences (ACEs) is a hot topic in education. Research exists to clearly identify the implications that ACEs have on adults in terms of physical and mental health. Less is known about the implications of ACEs while the person is still in childhood, and how effective early intervention is for treating those with ACEs. The researcher wanted to know what professionals that worked with children in different capacities know about ACEs and the impact that ACEs has on the children that they serve. Also, the researcher wanted to know if professionals that worked with children knew where to obtain further resources about ACEs. Participants in the study from the fields of education and social work completed a survey and data was compiled to answer specific research questions. It is the hope of the researcher that online training modules could be developed in order for professionals that work with children who have ACEs will have more access to resources.
The Relationship Between Accountability Logs and Student Academic Achievement in an Eleventh Grade Class at a Selected High School
(2019-05) Irwin, Kenneth; Dula, Mark
The purpose of this study was to determine the relationship between accountability logs and student academic achievement in high-school English classrooms. The sample consisted of one eleventh grade English class of nineteen students. Data was collected from students’ cumulative grades and accountability log scores. The study was conducted over one semester comprised of two nine-week halves. Accountability logs were implemented during both nine-week halves as an additional graded assignment. The data was analyzed using a Pearson Correlation to compare the students’ cumulative grades for each nine-weeks and the grades the students achieved for the accountability log assignment during each nine-weeks. The Pearson Correlation (p<0.01) showed 0.978 for the first nine-weeks, and 0.986 for the second nine-weeks. This indicates a highly significant correlation between cumulative grades and accountability log grades. Additionally, an independent t-test was conducted to compare the difference between male and female students’ grades. However, the data indicates no significant difference between male and female students on measured criteria. That is to say, overall, male and female students performed mostly at the same level regarding nine-week and accountability log grades. This, in turn, indicates no significant difference between males and female on either accountability logs or student academic achievement for either the first or second nine-week period. The overall indication is that there is a relationship between student academic achievement and accountability logs, while student gender does not significantly impact this correlation.
Standardized Testing and its Effectiveness for All Students
(2021-04-29) Stout, Miriam; Dula, Mark
Standardized testing is ingrained in the education system. Educators, administrators, and school systems rely on data from standardized testing to guide instruction, assess students, and determine teacher effectiveness. Previous research has detailed the potential ineffectiveness of standardized testing, while other studies have concluded that it is both valuable and necessary to the system. The purpose of the present study was to determine educator opinions of standardized testing, state standards, and whether both are essential to students and teachers. Teacher candidates were selected for interviews based on voluntary participation. Participants reported both strengths and weaknesses of standardized testing and determined that standards are ultimately essential to the education system’s effectiveness. Further research on the topic is necessary to gain a full understanding of the impact of the standardization of education.
A Study of the Impacts of Student Participation in Extracurricular Activities and Perceived Academic Achievement
(2020-04-29) Fee, Rachel; Dula, Mark
The purpose of this study was to determine if there was a relationship between participation in extracurricular activities (ECAs) and academic achievement. The sample consisted of sixth and seventh grade students from a middle school in a rural county located in Southwest Virginia. The school has an enrollment of 221 students and 49.3% of students were classified as economically disadvantaged. The participating students completed a survey and answered if they participated in ECAs, specifically focusing on athletics, academic clubs, and fine arts clubs. Students were then asked how happy they were at school and how confident they felt with their math and English coursework. Data were analyzed using independent-samples t-tests and showed significant differences between students who participated in athletics and their greater confidence in math coursework (p=.005), as well as their overall happiness at school (p=.003). Results also showed significant differences for students who were members of academic clubs and their confidence in math coursework (p=.001). The results did not indicate significant differences of any particular ECA and student confidence in English work.
A Study of the Stressors Preservice Teachers from an East Tennessee Education Program Have Faced During COVID-19
(2021-04-29) Rodgers, Meaghan; Dula, Mark
The purpose of the study was to look into the stressors that preservice teachers, specifically from a teacher education program in East Tennessee, have faced due to the COVID-19 virus and how they handled it. The chosen participants of this study will be interviewed about their own personal experiences and elaborate on stressors that range from technology to working with parents during virtual or in-person learning. Overall, the results revealed that preservice teachers mainly had issues with either helping families navigate technology or dealing with technology themselves. Also, the results showed that these educators had not very many issues with obtaining their teaching license. Further research is recommended to learn more about how to cope with this virus while in a school setting.
Using Music in the Classroom as a Pedagogical Tool
(2019-05-07) Edwards, Noah Allen; Dula, Mark
This study’s purpose was to find and discuss how and why teachers include musical methods in their instruction. A focus was placed on music as a pedagogical tool in two main forms of employment. The first was using music to teach content such as memorization of vocabulary or skills. The second was music being used to affect behavior e.g. classroom management. A survey was sent to a public school system’s superintendent’s office. The survey was aimed at discovering which teachers were including music as an instructional tool, how they were doing so and their professional opinions on the efficacy of this inclusion. A statistical analysis using independent samples t-tests was conducted to analyze differences between teacher subgroup responses for the following: Are teachers in STEM subjects significantly more or less likely to report implementing music in their classrooms than teachers in non-STEM subjects? Do teachers that utilize music as a teaching tool report higher levels of student engagement than teachers that do not? Do teachers identify music as being more useful in affecting classroom environment or as a teaching tool? For all three research questions, the null hypotheses were retained.
The virtual classroom environment and traditional classroom environment
(2021-04-30) Graalman, Taylor; Dula, Mark
The purpose of this study was to examine the effects of how students understood academic material in a virtual classroom compared to a traditional classroom. The study took place during a global pandemic caused by the Novel Coronavirus which has had a massive impact on the way teachers had to teach. Comparing the experience of the students with ways that the virus made virtual classrooms more necessary than before on nine to twelfth graders.

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