Master of Education (M.Ed.) Theses

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Classroom Management and its Effects on Student Behavior
(2021-05-04) Combest, Julia
The purpose of this study was to bring awareness to the use of highly effective classroom management strategies amongst Early Childhood Education classrooms. In this study, qualitative research was conducted by interviewing a variety of teachers in grades Pre-Kindergarten-3rd at one elementary school in Northeast Tennessee. More specifically, the study asked for their personal opinions and experiences on specific classroom management approaches they use to manage student behavior. The sample consisted of five Early Childhood teachers; three first grade teachers and two Kindergarten teachers. Data was analyzed using a thematic content analysis method. Results revealed that the implementation of classroom management strategies and procedures present a number of thematic similarities within the range of teachers that were interviewed. Those being, on/off task behavior, reinforcements and rewards, rules and expectations, and a unified set of school-wide expectations. Overall, results suggest that the implementation and use of classroom management strategies in Early Childhood Education classrooms do have a positive and lasting impact on students behavior.
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.
A Comparative Study of Student Engagement in Reading Foundational Skills When They are Taught Using Sounds First Activities and When They are Not Taught Using Sounds First Activities in First Grade Class
(2022-04) Graybeal, Deenia; Kariuki, Patrick
The purpose of this study was to compare student engagement during reading foundational skills lessons using Sounds First and student engagement during reading foundational skills lessons not using Sounds First. The sample was taken from students in a first grade classroom. There were 17 students, 9 of which were girls and 8 of which were boys. All 17 students were taught one half of a reading foundational skills unit using Sounds First as a warm up activity and then one half of a unit of a reading foundational skills unit not using Sounds First as a warm up activity. During each lesson with Sounds First and each lesson without Sounds First, the researcher noted on a researcher made test the number of times students were engaged and how often the students needed to be redirected. The data were analyzed using an independent samples T-test and paired samples T-test. The results indicated that there was a significant difference in student engagement during reading foundational skills lessons using Sounds First and student engagement during reading foundational skills lessons not using Sounds First. Student engagement was significantly higher during lessons with Sounds First. However, there was no significant difference in the number of times the students needed to be redirected in lessons with Sounds First and lessons without Sounds First. The results also indicated that girls were more engaged in lessons with Sounds First and boys were more engaged in lessons without Sounds First. This study suggests that teachers should use Sounds First activities for a warm up to reading foundational skills lessons to help students stay engaged.
A Comparative Study of Students Comprehension Scores When Taught Using Physical Texts and Digital Texts in a 4th Grade ELA Classroom
(2022-04) Timbs, Sidney; Kariuki, Patrick
The purpose of this study was to compare the outcomes of reading comprehension scores across two mediums, print and digital books in a fourth grade English Language Arts (ELA) class. The sample for this study consisted of fifteen students between the ages of nine and ten. Data were collected using two ELA practice checkpoint tests after two equal units in comprehension and difficulty were taught. One unit was taught using digital books and the other unit using print medium. Each test consisted of two texts and comprehension questions. Students took one test on paper with pencil, and another digitally using a Chromebook. The results indicated a significant difference between physical and digital texts, with digital texts outperforming physical texts. The results also indicated that females scored higher than males using the digital text, and males scored higher than females using the physical text. The results suggest that classroom teachers should teach reading comprehension strategies using methods for both physical and digital texts.
A Comparative Study of Students Performance in Music Class When Taught Using Content Songs and Without Content Songs in 3rd Grade Class at a Selected Elementary School in Tennessee.
(2022-04-18) Baker, Sarah; Kariuki, Patrick
The purpose of this study was to compare students’ performance in a music class when they were taught using content songs and without content songs at a select elementary class. A sample of twenty-eight third graders learned two lessons, a lesson on the woodwind family through the use of a content song and on the brass family, without the use of a content song, gaining knowledge on four specific instruments from that family, based on the content of characteristics, parts, and pitch. After both lessons, an assessment of 12-items made up of three categories: characteristics, parts, and pitch, was administered to examine students' performance. A significant difference was found between the mean scores of both tests when students were taught using content songs and when taught without content songs. A significant difference was found between the test categories of characteristics, parts, and pitch when using subscores when taught with a content song and when taught without a content song. These results imply that musical mnemonic devices can be an effective teaching tool but maybe more coherent in an elementary music classroom where this strategy is in constant use-and music advocacy is active.
A Comparative Study of Students' Scores in Eighth-Grade Algebra 1 for Students Who Participated in a Seventh-Grade Rigorous Preparation Program and Those Who Did Not Participate at a Selected Junior High School in Tennessee
(2022-04-09) Kyker, Lindsey; Kariuki, Patrick
The purpose of this study was to compare students who participated in a rigorous seventh-grade Algebra 1 preparation program to those who did not participate at a selected junior high school in Tennessee. This comparison included several measures of achievement including semester 1 eighth-grade Algebra 1 grades, Algebra 1 benchmark scores, and Algebra 1 benchmark subscores (quantities, expressions and equations, linear functions, modeling linear functions, and quadratic and polynomial functions). The sample consisted of one eighth-grade Algebra 1 class where ten students completed sets of rigorous challenge questions accompanied by teacher feedback during their seventh-grade math class while the other eleven did not. All students in the sample participated in eighth-grade Algebra 1 during the fall semester. Data were collected at the end of the semester in the form of students’ semester 1 Algebra 1 grades and scores from two Algebra 1 benchmarks. Data were then analyzed using independent t-tests. The results indicated that there was no significant difference in students’ semester 1 grades, benchmark scores, and benchmark subscores between those who participated in the rigorous preparation program and those who did not. The results suggest that the rigorous preparation program may require adjustments in the instructional setting, format, and teacher feedback for it to have a more significant impact on students in eighth-grade Algebra 1.
A Comparative Study on Student Performance Based on Teachers Collaborating Versus Teachers that do not at Select Middle Schools
(2017) VanHoy, Megan
The purpose of this study was to compare student achievement when the students have teachers who collaborate versus students who do not have teachers that collaborate. The sample consisted of two separate seventh grade Social Studies classes at two different middle schools. The first middle school Social Studies class had 23 students. The second middle school had 22 students. The first school had teachers who collaborated whereas the second middle school had teachers who did not collaborate. The two classes were taught the same content for the whole fall semester. Data were collected through a test that was administered at the end of the semester. Data were analyzed using independent t-test. The results indicated that there was a significant difference between the mean score of the students who were taught by the teachers who collaborated and those who did not collaborate. (t(43)=-3.758, p<.001). However, there was no significant difference between gender when taught by collaborating teachers (t(18)=-.583, p>.567). The results suggest that collaboration between teachers enhances student performance.
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.
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 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.
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 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.
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.
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 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 Hand Gestures and Traditional Methods of Teaching Mandarin Chinese Tones
(2017) Gillette, Sarah
The purpose of this study was to examine the effects of teaching Mandarin Chinese lexical tones with accompanying hand gestures versus traditional methods of teaching Mandarin Chinese tones. The sample for this single-subject research consisted of one student drawn from an introductory Mandarin Chinese class. The student was a 12-yearold Caucasian female from an upper-middle class family living in rural Northeast Tennessee. The student had no background in learning Mandarin Chinese. Data were collected using A-B-A-B design. After baseline was established for the subject by a native Chinese speaker, interventions began. The student was taught using Chinese lexical tone hand gestures. During this time, lexical tone production was assessed. Following intervention was the withdrawal phase (B) and the subject was assessed on lexical tone production. The following phase, (A) was reintroduced and the student was assessed. The final phase (B) was the withdrawal phase and the student was also assessed.
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 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.
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.