Graduate Research

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A Comparative Study of Low-Income Students Who Attended Preschool and Those Who Did Not Attend Preschool on Their Academic Performance in Second Grade
(2022-04-18) Mardis, Gabrielle; Kariuki, Patrick
The purpose of this study was to compare the academic achievement of low-income students who attended preschool and those who did not to determine if preschool attendance benefits low-income students academically. The participants of this study consisted of 2nd grade students from a local Title 1 elementary school in Johnson City, Tennessee. Data were collected using parents' questionnaire to obtain demographical data. Student’s academic performance was determined by STAR test scores, ELA checkpoint scores, and Math scores from the beginning of the year. Data collection also included obtaining information from the district about which students qualified for free or reduced lunch to determine income level. The results of this study suggests that academic benefits of students who attend preschool over those who do not attend wanes as the students progress through the grade levels. The results indicated no significant difference between the students who attended preschool and those who did not attend on their scores in STAR test, ELA checkpoint and math.
The Effects of Guided and Traditional note taking on Student Achievement in an Eighth Grade Social Studies Class
(2017) White, Justin
The purpose of this study was to examine the effects of traditional notes and guided notes on student achievement in an eighth-grade social studies classroom. The sample consisted of 87 eighth grade students in an Eastern Tennessee middle school. The sample was used for both the control and experiment group. The students were taught a unit that was divided into two halves. The first half unit was taught using traditional note taking methods and at the end of this half unit students were administered a test on the materials covered. The second half unit, the students were taught using guided notes. At the end of the second half unit the students were assessed on the material covered. Each half unit was equal in difficulty and comprehension. Data were analyzed using a paired t-test and independent t-test. The results indicated a significant difference between guided notes and traditional notes (t(86)=-l 7.84. P=.001). There was no significant difference found between gender and academic achievement (t(86)=-0.761 , P=0.45). The results suggest that guided note taking is an essential strategy in improving student's academic achievement.
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 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 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 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.
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 Relationship Between Students' Academic Achievement and Teachers' Perceptions of Administrative TEAM Feedback at Select Elementary Schools
(2021-04-20) Roberts, Charity; Kariuki, Patrick
The purpose of this study was to determine if there was a relationship between student achievement and teacher perceptions of administrative TEAM feedback. Student subpopulations and teachers' years of experience were also examined. Participants in this study were randomly selected students from grades 3, 4, and 5 that completed the TNReady state assessment in the 2018-2019 school year. All participants were from eleven elementary schools in a single school district in Tennessee. Teacher perceptions data were collected using an online survey distributed to approximately 300 teachers resulting in a 36% return rate with 109 respondents. The survey consisted of 24 survey questions that used a four-point Likert scale. Data were analyzed using the Pearson correlation coefficient. The results indicated no significant correlation with teacher perceptions of administrative TEAM feedback for: student mathematics achievement scores (r = .007, p =.941), student English Language Arts Achievement scores (r = .016, p = .86), low-income student mathematics achievement scores (r =.01, p = .920), low-income student English Language Arts Achievement scores (r = .062, p = .523), and students with disabilities mathematics achievement scores (r = .016, p = .871). A significant, very weak negative relationship was found between teacher perceptions of administrative TEAM feedback and students with disabilities English Language Arts achievement scores (r = -.199, p = .039). Two conclusions were inferred: 1) Feedback is a complex process that impacts student learning through a layering of actions and practices; 2) Feedback should be used to examine equitable practices. Future research should examine the quantity and quality of administrative feedback to teachers during the pandemic closures. The focus could be on feedback loops between administrators, classroom teachers, and special education teachers.
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.

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