Graduate Education Programs

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Browsing Graduate Education Programs by Subject "2nd grade"

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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.
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    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.