Master of Education (M.Ed.) Theses

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The Examination of Motivational Reading Strategies of Fourth Grade Students at a Selected Elementary School
(2015) Mendonca, Kristen; Kariuki, Patrick
The purpose of this study was to investigate the motivational reading strategies of fourth grade elementary students. At a chosen elementary school in rural Northeast Tennessee, all 61 fourth grade students and their parental figures were selected to participate in this study. Data were collected using open-ended questionnaires, observations, and interviews. After analyzing the data, the results revealed two prominent trends. The first prominent trend was students’ preference of extrinsic motivational reading strategies. The second prominent trend was parental figures’ responses contributing both intrinsic and extrinsic motivational reading strategies as the force behind their student’s motivation to read. The data further revealed students’ text interest, pride, self- efficacy, and self- confidence were factors in students’ motivation to read. Results suggest two prominent implications. First, a variety of intrinsic and extrinsic motivational reading strategies should be implemented in order to reach each student’s reading motivation needs. Second, intrinsic motivational reading strategies need to be implemented more often in order to instill life-long reading motivation.
The Effects of Tangible Rewards System and Verbal Praise on Academic Achievement of Second Grade Students at a Selected Elementary School
(2015) Mushayamunda, Maud B.; Kariuki, Patrick
The purpose of this study was to determine the effects of tangible rewards and verbal praise on motivational strategies on academic performance in a second grade class. The sample consisted of 18 students comprised of 11 male students and 7 female students. The data were collected using two post-assessment tests. The students were taught half unit of science using tangible reward strategy. At the end of the first unit, the students were tested. The second half of the unit was taught using verbal praise strategy. At the end of the second half unit, the students were tested. The results were compared for differences. The results indicated no significant difference between the two strategies. The results suggest that teaching with rewards should be selected carefully based on knowledge of student preferences.
The Effects of Intrinsic and Extrinsic Motivations on Academic Performance of Seventh Grade Students
(2015) Chirica, Bettina; Kariuki, Patrick
The purpose of this study was to examine the difference between intrinsic and extrinsic motivation on academic performance of 7th grade health students. The population of this study came from University School, which was a K-12 laboratory school enrolling 499 students, 267 included girls and 232 included boys. The sample consisted of 7th grade students between the ages of 13 and 14 year olds in a health class. There was a total of 16 students of which 10 were girls and 6 were boys. Two units, which were similar in comprehension and difficulty, were selected for this study. First unit was taught using extrinsic motivation strategies and second was taught using intrinsic motivation strategies. At the end of each unit the students were administered a unit test and data were recorded. Both test scores were compared for difference. The results showed no significant difference in overall test scores when students were taught using extrinsic and intrinsic strategies. Similarly, no significant difference was found when boys and girls were compared. However, the overall mean score of intrinsic motivation was slightly higher. The results suggest that teaching using intrinsic motivation strategies may be beneficial to students than using extrinsic motivation.
The Effects of Higher Order Thinking Skills and Lower Order Thinking Skills on Academic Achievement of Students in World History Class
(2015) Jones, Zachary Michael-Deon; Kariuki, Patrick
The purpose of this study was to examine the effects of lower order and higher order teaching methods on academic achievement of students in a world history class. The sample for this study consisted of eleven females and eleven males. Data were collected by using teacher made quizzes. The students were taught first from half of a unit on the Renaissance for the first five days using lower order instruction based on Bloom’s Taxonomy levels 1-3. After instruction, students were tested. The second half of the unit was taught using higher order instruction based on Bloom’s Taxonomy levels 4-6. After instruction, students were tested. Data were analyzed by using a paired t-test. The results indicated that there was a significance difference on average performance of students when taught with higher order methods and when taught with lower order methods of instruction. However, there was no significant difference between genders on performance. The results suggested that using higher order instruction is beneficial to the students. The results of this study warrant to be duplicated to determine if different results would be realized.
The Effects of Targeted Academic Feedback and General Feedback on Fourth Grade Students' Achievement at a Selected Elementary School
(2015) Vines, Christina; Kariuki, Patrick
The purpose of this research was to investigate the effects of targeted academic feedback and general feedback on student achievement. The sample consisted of 67 students from three fourth grade English Language Arts classrooms. The classes were composted of 38 females and 29 males. Data were collected using four teacher-made tests. Each test was developed from two similar units on English grammar taught in the fourth grade. Each English Language Arts unit was divided in half and was similar in level comprehension and difficulty. During the first half of unit one, students were given targeted academic feedback during instruction. Throughout the second half of the unit one the teacher provided general feedback during instruction. A test was given after each half unit was taught. The order was reversed for the second unit. Data were then analyzed using a paired samples t-test. The results indicated a significant difference between the two types of feedback given during instruction, targeted academic feedback and general feedback t(66)=2.358, p<0.05, ES=0.3. The findings of this study suggest that targeted academic feedback during instruction was superior to general feedback during instruction.
The Effects of Social Skills Instruction on the Academic Achievement of a Student with an Emotional/Behavioral Disorder at a Selected Junior High School
(2015) Arnold, Edwin; Kariuki, Patrick
The purpose of this study was to examine the effects of social skills instruction on the academic achievement of a student with an Emotional/Behavioral Disorder (EBD). The sample consisted of a student, age 13, at a selected middle school. The targeted behaviors of the study were responding appropriately when given assignments, following directions, and participation in class activities. Data were collected through observations and interventions using ABAB design. A baseline was established after one week of observation. An intervention of instruction in social skills was introduced for one week and target behaviors were examined and results tallied. The following week the interventions were withdrawn and target behaviors were examined and results tallied. Intervention was again introduced after one week of withdrawn. The target behaviors were observed and results were tallied. The results indicated significant difference in the student’s academic performance before and after intervention as measured by the number of times the student was on target. The results suggest that the use of instruction in social skills is beneficial to students with emotional and behavioral disorders.
The Effects of Integrating Theatre-Arts Strategies and Traditional Strategies on Student Performance in an English Classroom at a Selected High School
(2016) Black, Lacie; Kariuki, Patrick
The purpose of this study was to examine the effects of integrating theatre-arts strategies and traditional strategies in high school English classrooms. The sample consisted of one eleventh grade English class of twenty-one students. Data were collected from students’ cumulative grades. The study was conducted throughout an eighteen-week term, divided into two nine-week semester. Traditional teaching methods were employed for four weeks of the second nine-week semester. The data from the study were analyzed using dependent T-test to compare the scores of students when taught using theatre-arts strategies and traditional teaching methods. Although each student’s score increased 3.05 points when taught using theatre-arts strategies, the results indicated no significant difference found between the scores (t (20)= 1.86, p> .05). An independent T-test was conducted to determine whether there was a difference in academic achievement between the mean scores of males and females (t(19)=-2.93, p< .05). Another independent T-test was also conducted to determine whether there was a difference in academic achievement between genders when taught using traditional methods. A significant result was found between the mean scores of males and females (t(19) = -2.46, p< .05). These findings suggest that theatre integrated strategies are beneficial to both males and females, although females tend to excel in theatre integrated classes.
A Comparison of Fourth-Grade Tennessee Comprehensive Assessment Program Scores At A Selected School District Taught by Highly Qualified Teachers
(2016) Morelli, Caroline E.; Kariuki, Patrick
The purpose of this study was to examine the difference between selected school districts on 4th grade students Tennessee Comprehensive Assessment Program scores when taught by highly qualified teachers. The sample for this study was made up of five elementary schools in northeast Tennessee. Data were collected using the Tennessee State Report card archived data. Using the Tennessee Report Card, data were obtained for each selected school on fourth grade Tennessee Comprehensive Assessment Program as well as the percentage of highly qualified teachers at individual schools. Data were analyzed using qualitative procedures. Schools were ranked in order from highest to lowest percent of highly qualified teachers. Next, schools were ranked using the percent of proficient students in each testing subject. Results indicated that the schools in which the percentages of highly qualified teachers were high, student test scores also increased. Trends included all schools displayed similar Math testing results. Social Studies scores had the highest percentage of students in the advanced category. Similarly, schools with the lowest percentage of highly qualified teachers ranked the lowest in one or more test categories. Results imply that the qualifications of teachers play a direct role in student learning and test scores.
The Effects of Teaching Using Interdisciplinary Integration and Traditional Strategies on Student Performance in a 7th Grade English Class
(2016) Couper, Daniel; Kariuki, Patrick
The purpose of this study was to examine the effects of teaching using interdisciplinary integration and traditional strategies on student performance in a seventh grade English class. The sample consisted of two intact seventh grade classes (7A and 7B) at a Northeast Tennessee private school. One class served as the experimental group and consisted of 19 students while the other class served as the control group and consisted of 17 students. Both groups were given pretests to determine basic vocabulary skill, and then exposed to 5 short daily vocabulary lessons. The experimental group's lessons were augmented by the inclusion of content from the students' Geography class. Data were analyzed using ANCOVA to covary out the pretest. The results indicated no significant different between interdisciplinary integration strategies and traditional teaching methods (F(1,28)=.230, p>.05). Similarly, no significant difference was found between genders when taught using interdisciplinary integration (F(1,26)=.522, p>.05).
The Relationship between Students’ and Parents’ Attitudes towards the Tennessee State Standards on the Ancient Islamic World
(2016) Snyder, Andrew; Kariuki, Patrick
The purpose of this study was to examine the relationship between students’ and parents’ attitudes regarding the Tennessee state standards on the ancient Islamic world. The sample came from 15 middle school students from a local scout troop and their parents/guardians. The students were taught a unit covering the ancient Islamic world. Data were collected using an attitude survey which was administered to students and their parents or guardians. The students’ attitudes and their parents’/guardians’ were correlated using Pearson Product Moment Correlation. The results indicated no significant relationship between students’ and their parents’/guardians’ attitude towards Tennessee state standards on the ancient Islamic world. Similarly, there was no significant difference in attitudes between male and female student respondents. The results suggest that the more the students and parents/guardians are exposed to the ancient Islamic world, the less biased they are in their attitudes.
The Effects of Live and Recorded Music on Preschool Students' On-task Behavior
(2016) Keene, Jennifer; Kariuki, Patrick
The purpose of this study was to determine the effects of live and recorded music on preschool students’ on-task behavior. Previous studies suggest background music can improve students’ on-task behaviors. The sample for this study consisted of eight children in a three-year old Sunday school classroom from a large church in East Tennessee. Data were collected using no background music, recorded background music, and life background music played by the researcher on the violin while the students were working. The students were first observed for off-task behaviors during two weekly class meetings with no music. The next two meetings, the students were observed for off-task behaviors while classical violin music played in the background. For the last two meetings of observation, the researcher played Classical music on the violin. A list had been made with each student’s name. When a student was observed to be off-task, a tally-marked was placed by his/her name. Data were analyzed using a paired-samples t-test as well as a Pearson Product Moment correlation. Results indicated there were no significant differences in on-task behaviors while working with no music, recorded music, and live music. The results did not indicate a negative correlation between no background music and recorded background music. The increase in the variable of recorded background music decreases the variable of no background music. The results suggest that the implementation of recorded Classical background music in the preschool classroom could have a positive effect on the on-task behaviors of preschool students.
The Effects of Journaling Strategies versus Tradtional Strategies on Math Performance of 5th and 6th Graders at a Selected After School Program
(2016) Glover, Cynthia; Kariuki, Patrick
The purpose of this study was to examine the effects of journaling strategies versus traditional strategies on math performance of fifth and sixth grade students in an after school program. The sample consisted of 22 students (11 boys and 11 girls) randomly assigned to experimental and control groups. The control group was taught using traditional lecture-type strategies and the experimental group was taught using journal strategies where students were asked to record mathematical notes, ideas, and problem-solving techniques. Both groups were taught for 20 minutes twice a week for eight weeks. After instruction, both groups were tested and scores compared using independent t-tests. The results indicated that there was no significant difference between the experimental and control groups ((t(20)= 0.426, p>0.05). Also, no significant difference was found between genders when taught using journaling strategies. The results suggest further research and review of this topic.
The Effects of Extended Guided Reading Instruction on Reading Sight Words in a Kindergarten Classroom
(2016) Lilley, Makenzie; Kariuki, Patrick
The purpose of this study was to examine the effectiveness of extended guided reading time on reading sight words versus the normal guided reading time on reading sight words. The sample consisted of 17 students which 9 were girls and 8 were boys. The students were randomly assigned to the experimental group or the control group. The experimental group was taught sight words using the extended guided reading time while the control group was taught sight words using the normal allotted guided reading time. After one week of either extended guided reading instruction time or normal guided reading instruction time, data were collected using a teacher made test by asking students to read sight words. Data were then analyzed using a t-test for independent means. The results indicated there was not a significant difference between the experimental group and the control group in the overall scores of being able to read sight words. Similarly, there was not a significant difference between girls and boys reading sight words when taught using guided reading strategies. The results suggest that classroom teachers should make sure that students are exposed to guided reading instruction in kindergarten.
The Effects of Using Classical Music and Traditional Teaching Strategies on Student's Academic Achievement in a Selected Social Studies Class
(2016) Koruschak, Randy; Kariuki, Patrick
The purpose of this study was to examine the effects of classical background music during work times and assessments versus traditional teaching methods in an 8th grade Social Studies classroom. The study also examined the academic achievement of males and females when subjected to classical background music. The sample consisted of an experimental and control group. The experimental had nine students white the control had nine students. Data were collected using a teacher made pre-test and post-test. The experimental group was taught a unit with classical background music during class work time and during the post test while the control group had no background music and was subjected to traditional teaching methods. Data were analyzed using a one way ANCOVA. The results indicated there was no significant difference in academic achievement for students who were in the experimental group and in control group. Two way ANCOVA results on gender when taught using classical background music indicated no significant different on academic achievement. The results suggest that classroom teachers need to be selective in selecting background music during work time.
The Effects of Teaching Using Personality Grouping and Traditional Grouping on Students’ Perception of the Classroom Environment
(2016) Preudhomme, Melissa; Kariuki, Patrick
The purpose of this research was to determine the effects of teaching using personality trait grouping and traditional grouping on students’ perceptions of the classroom environment. The sample consisted of 16 fifth grade students from an elementary school in Elizabethton, Tennessee. Ten of the students were girls and 6 were boys. Fifteen of the students were Caucasian and one student was Biracial. Of the sample of the sixteen students, 7 were identified as having predominantly introverted personality traits and were the focus of the study. Data were collected using an International Personality Item Pool assessment, a Likert survey, and scores collected from assessments during personality trait and traditional groupings. Data were analyzed using paired samples t-tests. The results indicated no significant difference between the mean scores when students were taught using personality grouping and when taught using mixed grouping. Similarly, there was no significant difference in perceptions of the classroom environment when students were taught using personality trait grouping and traditional grouping. The results suggest further research is needed on this topic.
The Effects of Integrated Math Strategies and Traditional Math Strategies on Academic Achievement in a High School Algebra Class
(2016) Phillips, Haley; Kariuki, Patrick
The purpose of this study was to examine the effects of integrated math strategies and traditional math strategies on academic achievement in a high school algebra class. The sample consisted of five female and three male high school students who were enrolled in a home school program called Kingsport Area Christian Home Education Association (KACHEA). Data were collected using teacher-made tests. The students were administered a test after being taught using integrated math strategies, specifically Khan Academy. The data were analyzed using dependent t-tests. The results indicated a significant difference between students’ performance with fractions when taught by integrated methods and when taught using traditional methods (t(7)=-4.864. P<0.05). The results suggest that use of integrated math strategies is beneficial in teaching math.
The Impact of Literature Circles on Students' Growth in a Selected First Grade Class
(2017) Little, Catherine M.
The purpose of this study was to investigate the impact ofliterature circles on a selected first grade class. The sample consisted of 13 students in a Response to Intervention class. Data were collected through two district- mandated tests; the STAR 360 and Oral Running Records. Data were also collected through student literature circle journals. The students participated in literature circles for the first semester of the school year. Data were compared from the beginning of the year to the middle of the year to compare for differences. The results indicated that literature circles impact students in a selected first grade class in a positive way. There were several trends in this study; student writing matured, students \Vrote stronger journal entries, students led their own learning, student scaled scores a.>Jd percentile rank increased on the STAR 360, and students read and comprehended complex nonfiction text above their cmTent grade level. These trends indicate that literature circles can be used to challenge advanced students within the framework of Response to Intervention to help them continue to grow in reading and in writing. Further research is recommended using a different research design.
The Effects of Socratic Method and Student-Led Discussion on Eighth Grade Students' Reading Comprehension
(2017) StJohn, Cassandra
The purpose of this study was to examine the effects of teacher-led and student-led Socratic discussion on reading comprehension scores of eighth grade students. The sample consisted of 11 females and 12 males who were emolled in a Title I public school in East Tennessee. Data were collected using EasyCBM reading comprehension assessments. The tests were administered twice. The first test was administered after students engaged in teacher-led Socratic discussions; the second test was administered after students engaged in student-led Socratic discussions. The data were analyzed using a paired samples t-test. The results indicated that there was no significant difference between students' reading comprehension scores after engaging in teacher-led and student-led Socratic discussions (t(22) =-1.271. P>0.05). Two independent t-tests were also conducted in order to determine whether there was a difference between males and females ' scores after engaging in the respective Socratic discussions. The results indicated that there was not a significant difference between males and females after teacher-led Socratic discussions (t (21) = 0.578, p>0.05). Likewise, the results for the third research question indicated that there was not a significant difference between males and females after student-led Socratic discussion (t (16) = - 1.77, p>0.05). The results suggest that more research should be conducted to determine the effects of teacher-led and student-led Socratic discussion.
The Relationship Between Homework and In Class Assignment on Academic Achievement of 1st Graders in an ELA Classroom
(2017) Knight, Emily
The purpose of this study was to investigate the relationship between homework and in class assignment on academic achievement. The sample for this study came from a 1st grade class at a selected elementary school. The sample consisted of 15 students, 7 boys, and 8 girls. Data were collected using scores on homework, in class assignments, and posttests . Students were taught using in class assignment and tested at the end of the unit, then students were taught using homework in addition to in class assignment and tested at the end of the unit . Both units were equivalent in difficulty and comprehension. Data were analyzed using Pearson Product Moment Correlation test and Independent T-Test . The results indicated a significant relation between homework and in class assignment (r=.569, P= . 027). There was no significant difference between gender and academic achievement. The result support that the use of homework and in class assignment are beneficial in improving student's scores.
The Effects of Computerized and Traditional Ear Training Programs on Aural Skills of Elementary Students
(2017) Ross, Zachary R.
The purpose of this study was to investigate the effects of computerized and traditional ear training methods on the aural skills abilities of elementary music students. The sample consisted of 20 students who were randomly assigned to either an experimental or control group. The experimental group was taught for five sessions using computerized ear training program while the control group was taught for five sessions using traditional, non-computerized ear training methods. At the end of the five sessions, students were tested. Data were collected by administering a test to both experimental and control groups that measured students' ability to identify by ear eleven different pitch intervals and three different qualities of chords. Students were also administered a survey to measure their attitudes toward their experience in the ear training program. Data were analyzed using independent t-tests. The results indicated a significant difference between the test scores of the control and experimental groups. There was no significant difference found between the experimental and control groups regarding their attitude survey results. The results of this study suggest the use of computerized ear training instruction is beneficial in achieving aural skills.