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The efficacy of affective domain instruction on academic achievement of African American high school students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The efficacy of affective domain instruction on academic achievement of African American high school students./
Author:	Gordon, Dorothea.
Description:	1 online resource (112 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 72-08, Section: A.
Contained By:	Dissertations Abstracts International72-08A.
Subject:	Black studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3439504click for full text (PQDT)
ISBN:	9781124446745

The efficacy of affective domain instruction on academic achievement of African American high school students.
Gordon, Dorothea.

The efficacy of affective domain instruction on academic achievement of African American high school students. - 1 online resource (112 pages)

Source: Dissertations Abstracts International, Volume: 72-08, Section: A.

Thesis (Ed.D.)--Walden University, 2011.

Includes bibliographical references

In 2008, fewer than 50% of African American high school students demonstrated mastery of mathematics on an assessment of knowledge and skills test in one Western US state. Affective domain instruction provided the basis for a study that explored academic achievement in math for African American high school students. Research has indicated that affective domain instruction improves academic performance and high school graduation rates. In this quasi-experimental study, the effectiveness of one type of affective domain instruction, Advancement Via Individual Determination (AVID), was examined. The study compared mean changes in performance of a group of 51 African American students who voluntarily enrolled in an AVID elective class to the mean changes in mathematics performance of a control group. Results of an independent samples t test failed to support the efficacy of AVID instruction in this sample. No statistically significant differences in mathematics achievement were found between the AVID group and the control group. This study is significant to educational practitioners who intend to provide affective domain instruction using the AVID framework, engage in embedded AVID staff development, or explore the efficacy of AVID instruction on student achievement. The social change implications of this study include providing educators with an evidence-based approach to testing the effectiveness of AVID instruction before implementing the framework to improve student achievement on standardized assessments.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781124446745Subjects--Topical Terms:

2122689
Black studies.
Subjects--Index Terms:

AVIDIndex Terms--Genre/Form:

542853
Electronic books.

The efficacy of affective domain instruction on academic achievement of African American high school students.
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500 $a Source: Dissertations Abstracts International, Volume: 72-08, Section: A.
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502 $a Thesis (Ed.D.)--Walden University, 2011.
504 $a Includes bibliographical references
520 $a In 2008, fewer than 50% of African American high school students demonstrated mastery of mathematics on an assessment of knowledge and skills test in one Western US state. Affective domain instruction provided the basis for a study that explored academic achievement in math for African American high school students. Research has indicated that affective domain instruction improves academic performance and high school graduation rates. In this quasi-experimental study, the effectiveness of one type of affective domain instruction, Advancement Via Individual Determination (AVID), was examined. The study compared mean changes in performance of a group of 51 African American students who voluntarily enrolled in an AVID elective class to the mean changes in mathematics performance of a control group. Results of an independent samples t test failed to support the efficacy of AVID instruction in this sample. No statistically significant differences in mathematics achievement were found between the AVID group and the control group. This study is significant to educational practitioners who intend to provide affective domain instruction using the AVID framework, engage in embedded AVID staff development, or explore the efficacy of AVID instruction on student achievement. The social change implications of this study include providing educators with an evidence-based approach to testing the effectiveness of AVID instruction before implementing the framework to improve student achievement on standardized assessments.
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538 $a Mode of access: World Wide Web
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