Graduate Education Programs

Permanent URI for this community

https://mcstor.library.milligan.edu/handle/11558/840

Browse

Browsing Graduate Education Programs by Subject "ACT"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    The effect of teaching vocabulary using a digital media and traditional methods on student’s academic performance in 11th grade literature class
    (2020-05-22) Eglash, Kaitlynn; Kariuki, Patrick
    The purpose of this study was to examine the effects of teaching vocabulary using digital media and traditional methods on student’s academic performance in an eleventh-grade literature class. The sample consisted of 34 eleventh grade English students; 20 males and 14 females. Data were collected using two English sections of ACT test. Students studied vocabulary for the first section using digital method while they used traditional method for the second section. Data were analyzed using paired samples t-test and independent samples t-test. Results revealed no significant difference was found between scores when students studied using digital methods or traditional methods. In addition, no significant difference was found between the scores of male students and female students when studying using digital methods or traditional methods. Results suggest that teaching vocabulary using digital media and traditional methods did not have any significant difference on academic performance.
  • Thumbnail Image
    Item
    The Relationship Between English End of Course Tests and ACT Scores in Upper East Tennessee
    (2019-12-11) Colley, Natasha; Hilton-Prillhart, Angela
    High school students lack the reading skills needed for college and career. This has been a trend at the national level for more than a decade, and it proves to be a trend in Tennessee as well. ACT and Tennessee EOC scores indicate students are failing to reach college and career readiness benchmarks even though both tests are founded in standards with “College and Career Ready” goals. The ACT reported text complexity as the most significant indicator of college and career readiness. Other studies indicate that higher level reading skills plan a significant role in understanding texts across disciplines. Additionally, researchers suggest skills used in reading closely reflect skills used for writing. Therefore, this study examined the relationship between English 9 and 10 EOC scores with composite, reading, English, and science ACT scores. This study also examined the relationship between the English EOC writing categories with composite, reading, English, and science ACT scores. It was found that English 10 EOC scores were the strongest predictor of composite, reading, English, and science ACT scores. It was also found that the English 10 Language writing category was the strongest predictor of composite, reading, English, and science ACT scores.