Master of Education (M.Ed.) Theses

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A Study Conducted on If Homeschooling Prepares Students With the Social, Emotional, and Academic Knowledge Needed to Enter a Public School Setting
(2022-12-22) Backus, Anna; Mark, Dula
The purpose of this study is to determine if homeschooling prepares students with the tools they need to enter a public-school setting. The participants of this study consisted of 8 college students from Milligan University in Johnson City, TN. Data was collected through the use of in person interviews. Participants will be asked a series of questions that will be recorded for transcription and data analysis later. Each participant will be kept confidential in the final analysis and will be given the chance to audit any of their information or answers after they are on a transcript. The results indicated that homeschool students, who enter into a public-school setting, can be prepared socially, emotionally and academically.
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.
An Investigation of the Factors that Motivate Students in Algebra II Math Class at a Selected High School in Tennessee.
(2022-04-21) Feltis, Jacob; Kariuki, Patrick
The purpose of this study was to investigate the factors involved in motivating high school students in Algebra II math courses. The study, conducted at a selected high school in East Tennessee, consisted of 21 students enrolled in an Algebra II course at that high school. The students were given a 49-item survey about school life, prior experience with math, teacher and classroom characteristics, and motivation for academics in general. In addition, 4 students were interviewed with questions based on the same categories as the survey. The data collected were analyzed and the dominant themes were identified. The themes consisted of a) a student’s sense of school belonging, at this school, had negligible or minor impact on their motivation in Algebra II. b) A student’s previous experience(s) in math had a significant influence on the student’s current motivation in Algebra II. c) Student motivation in Algebra II mathematics can be affected significantly by teacher characteristics, classroom environment and the presence or absence of student autonomy in the classroom. d) Motivation students have outside the mathematics classroom has little to no impact on the motivation inside the Algebra II classroom. The results suggest that Algebra II math teachers should make efforts to address the students’ prior experiences with mathematics and/or their current classroom environment in their Algebra II course. Therefore, Algebra II math teachers should make efforts to address these factors in order to increase the motivation of their Algebra II students.
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 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 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.
An Investigation of Teachers, Parents, and Students Perception and Practical Implications of Play at a Selected Elementary School
(2022-04) Horan, Lisa; Kariuki, Patrick
This qualitative research study aimed to examine students, teachers, and parents’ perceptions and practical implications of play activities on academic achievement. The research was guided by one overreaching research question and the data were collected using questionnaires given to all student, teacher, and parent participants. Student on and off task behaviors were recorded during observations conducted in their classroom before and after play activities to determine the effects of play. The analysis of data revealed several themes including a) students, teachers, and parents need for play activities, b) students, teachers, and parents believe that play should be an integral part of the school day, and c) teacher planned intentional kinesthetic lessons. The research suggests that students should be afforded ample and frequent opportunities to move, through outdoor recess, physical education class, and dance and movement breaks throughout the day, as well as more teacher planned, intentional kinesthetic learning lessons that incorporate movement rather than traditional sedentary lessons. With planning, intention, and purpose, school districts, administrators, and educators can use the study information to create a more play and movement centered curriculum and routine to help students succeed academically as well as socially in schools.
An Investigation of Teachers, Administrators, Parents and Students Perceptions of Online Safety Protocols at a Selected Private School in Ohio
(2022-04-11) Weber, Julie L.; Kariuki, Patrick
The purpose of this qualitative study was to examine the perceptions of teachers, administrators, parents and students regarding online safety at a small private school in Ohio. A related purpose was to identify factors that could improve communication between teachers, parents, and students surrounding their online activities and digital footprint. Data were collected from parents and their children using an online survey, interviews, and focus groups to determine their perceptions of online activities. Similarly, data were collected from teachers’ and administrators’ perceptions of online safety using interviews. The results revealed several themes including parents' and teachers' desires to engage in open dialogue with children, parents’ unfamiliarity with new technology and applications, students' fears of being hacked, and teachers' desires to add technology to curriculum. The results suggest that a proactive approach is needed to enhance online safety protocols.
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.
The virtual classroom environment and traditional classroom environment
(2021-04-30) Graalman, Taylor; Dula, Mark
The purpose of this study was to examine the effects of how students understood academic material in a virtual classroom compared to a traditional classroom. The study took place during a global pandemic caused by the Novel Coronavirus which has had a massive impact on the way teachers had to teach. Comparing the experience of the students with ways that the virus made virtual classrooms more necessary than before on nine to twelfth graders.
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 Study of the Stressors Preservice Teachers from an East Tennessee Education Program Have Faced During COVID-19
(2021-04-29) Rodgers, Meaghan; Dula, Mark
The purpose of the study was to look into the stressors that preservice teachers, specifically from a teacher education program in East Tennessee, have faced due to the COVID-19 virus and how they handled it. The chosen participants of this study will be interviewed about their own personal experiences and elaborate on stressors that range from technology to working with parents during virtual or in-person learning. Overall, the results revealed that preservice teachers mainly had issues with either helping families navigate technology or dealing with technology themselves. Also, the results showed that these educators had not very many issues with obtaining their teaching license. Further research is recommended to learn more about how to cope with this virus while in a school setting.
Standardized Testing and its Effectiveness for All Students
(2021-04-29) Stout, Miriam; Dula, Mark
Standardized testing is ingrained in the education system. Educators, administrators, and school systems rely on data from standardized testing to guide instruction, assess students, and determine teacher effectiveness. Previous research has detailed the potential ineffectiveness of standardized testing, while other studies have concluded that it is both valuable and necessary to the system. The purpose of the present study was to determine educator opinions of standardized testing, state standards, and whether both are essential to students and teachers. Teacher candidates were selected for interviews based on voluntary participation. Participants reported both strengths and weaknesses of standardized testing and determined that standards are ultimately essential to the education system’s effectiveness. Further research on the topic is necessary to gain a full understanding of the impact of the standardization of education.
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.
Investigation into student seating preferences of middle and secondary school science teachers
(2020-05-19) Young, Matthew; Dula, Mark
Knowing how and where to sit students in the classroom is a key component in managing student behavior and creating the best environment for student achievement. In some instances, an educator may have a boisterous classroom where students talking unnecessarily is a discipline issue. The teacher may want to assign seats to students and place them in areas of the class where they are less likely to talk and be disruptive. Another facet to consider is how the students are arranged. Rows, circles, and groups are just a few ways that teachers can position their students and each arrangement has its own benefit. The purpose of this research is to explore this topic in greater detail to answer the question: Is there an optimal seating method that can be used in the science classroom to maintain discipline and improve student achievement? A qualitative approach was utilized to gather information by interviewing secondary science teachers about their seating preferences. Themes were identified and recommendations have been made as to the most efficient way to maintain discipline in the classroom while stimulating achievement through seating.
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.
Relationship Between Smartphone Usage and Academic Performance of High School Students
(2020) Bennett, Russell; Kariuki, Patrick
Today’s youth are obtaining, or obtaining access to, smartphones at younger and younger ages. The purpose of this study was to examine if there was a relationship between smartphone usage and academic performance of high school students. This study also examined whether or not there was a difference between smartphone usage and academic performance for boys and for girls. The population for this study was from a high school in northeast Tennessee. Two English Language Arts (ELA) classes from each grade nine through twelve were invited to participate. Smartphone usage by the participant was measured with a researcher-created survey. A student’s cumulative high school GPA was used to measure academic performance. The results indicated there was no relationship between smartphone usage and academic performance of high school students. Significant differences between the smartphone usage and academic performances were found for both boys and girls with the higher of the two coming from the girls. While it has been shown that electronic devices can be used for learning purposes as well as distract and pull students off-task from academic activities, this study suggests there is no relationship between a student’s use of a smartphone for academic purposes and his or her academic performance.
The Relationship between Student’s AR Scores and TN Ready Test Scores in a Third Grade Elementary Class
(2020) Miller, Jasmine; Kariuki, Patrick
The purpose of this study was to examine the relationship between students’ AR scores and TN Ready test scores in a 3rd grade class. A secondary purpose was to examine the gender differences based on their TN Ready test scores. The sample consisted of 79 now 4th grade students who were in the 3rd grade the year before. The students’ TN Ready test scores and AR scores were obtained and studied. The data were analyzed using a simple linear regression to predict TN Ready test scores based on AR scores. The results revealed a significant relationship. The students who scored high in AR scored high on TN Ready test. The independent- samples t-test comparing the mean scores of males and females on their TN Ready test scores was conducted. The results revealed that there is no significant difference between gender. The results suggest that the Accelerated Reader Program is a good tool for improving students’ achievement.
Investigation of the Perceived Needs of Elementary Teachers Whose Classes Contain Students Learning English
(2020-04-08) Foxx, Rebecca; Dula, Mark
The purpose of this study was to investigate the perceived needs of content area elementary level teachers who are instructing students with limited English proficiency in their classes. Teachers at an elementary school in Northeast Tennessee completed a survey, personal interview, and were observed in one class while they instructed a class containing at least one student learning English (El). Data was triangulated and coded to identify common themes around the question, “What are the perceived needs of classroom teachers who have students with limited English proficiency?”

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