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Exploring the relationship between s...

Kennedy, Renea F.

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Exploring the relationship between student involvement in GEAR UP and academic achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the relationship between student involvement in GEAR UP and academic achievement./
Author:	Kennedy, Renea F.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	109 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10125343
ISBN:	9781339834245

Exploring the relationship between student involvement in GEAR UP and academic achievement.
Kennedy, Renea F.

Exploring the relationship between student involvement in GEAR UP and academic achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 109 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ed.D.)--Northern Arizona University, 2016.

The purpose of this study was to examine the relationship between GEAR UP academic support services and student achievement. GEAR UP is an evidence-based college readiness program. This study focused on a subset of academic support services designed to impact student achievement including: academic mentoring, math tutoring, English tutoring, study skills workshops, and STEM workshops. This study asked three questions: (1) Is there a relationship between English performance and tutoring and study skills workshop attendance in the GEAR UP program? (2) Is there a relationship between math performance and academic mentoring, math tutoring and study skills workshop attendance in the GEAR UP program? (3) Is there a difference in English performance, math change and service hours with respect to gender and ethnicity? The population for this study consisted of 4,368 Arizona GEAR UP students who were enrolled in 13 high schools within 9 partnership school districts. This study used quantitative measures to evaluate the stated hypotheses. Multiple regression analysis, Multivariate Analysis of Variance (MANOVA), and two-way Analysis of Variance (ANOVA) were used to quantitatively evaluate the relationship between academic achievement as measured by the ACT Explore and ACT Aspire, GEAR UP services, gender, and ethnicity. All data were ex post facto because this study used only existing data that were collected by the Arizona GEAR UP research faculty. If this study showed that specific services, implemented with a minimum level of service, produce a high level of student growth, then GEAR UP programs could be more targeted in the services offered. The multiple regression conducted to answer question 1 determined that time spent in English tutoring was a statistically significant predictor of change in Aspire English scores, but time spent in study skills workshops was not. The multiple regression conducted to answer question 2 found no statistical significance for a any of the independent variable. Finally, the Wilks' Lambda test of significance in the MANOVA for question 3 found no statistical differences by gender, but did reveal statistical significance for ethnicity and the interaction of gender and ethnicity was not statistically significant. Post hoc ANOVAs determined that participation in GEAR UP services by American Indian/Alaskan Native students was significantly higher than any other ethnic group.

ISBN: 9781339834245Subjects--Topical Terms:

3168483
Educational tests & measurements.

Exploring the relationship between student involvement in GEAR UP and academic achievement.
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500 $a Advisers: Walter Delecki; Daniel Eadens.
502 $a Thesis (Ed.D.)--Northern Arizona University, 2016.
520 $a The purpose of this study was to examine the relationship between GEAR UP academic support services and student achievement. GEAR UP is an evidence-based college readiness program. This study focused on a subset of academic support services designed to impact student achievement including: academic mentoring, math tutoring, English tutoring, study skills workshops, and STEM workshops. This study asked three questions: (1) Is there a relationship between English performance and tutoring and study skills workshop attendance in the GEAR UP program? (2) Is there a relationship between math performance and academic mentoring, math tutoring and study skills workshop attendance in the GEAR UP program? (3) Is there a difference in English performance, math change and service hours with respect to gender and ethnicity? The population for this study consisted of 4,368 Arizona GEAR UP students who were enrolled in 13 high schools within 9 partnership school districts. This study used quantitative measures to evaluate the stated hypotheses. Multiple regression analysis, Multivariate Analysis of Variance (MANOVA), and two-way Analysis of Variance (ANOVA) were used to quantitatively evaluate the relationship between academic achievement as measured by the ACT Explore and ACT Aspire, GEAR UP services, gender, and ethnicity. All data were ex post facto because this study used only existing data that were collected by the Arizona GEAR UP research faculty. If this study showed that specific services, implemented with a minimum level of service, produce a high level of student growth, then GEAR UP programs could be more targeted in the services offered. The multiple regression conducted to answer question 1 determined that time spent in English tutoring was a statistically significant predictor of change in Aspire English scores, but time spent in study skills workshops was not. The multiple regression conducted to answer question 2 found no statistical significance for a any of the independent variable. Finally, the Wilks' Lambda test of significance in the MANOVA for question 3 found no statistical differences by gender, but did reveal statistical significance for ethnicity and the interaction of gender and ethnicity was not statistically significant. Post hoc ANOVAs determined that participation in GEAR UP services by American Indian/Alaskan Native students was significantly higher than any other ethnic group.
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