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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- The purpose of this study was to evaluate the impact of counseling intervention on academic achievement and behavior of at-risk Students. This study evaluated seventh grade at-risk students who participated in a counseling intervention program, the BETA program, to determine if these students exhibited an increase in student achievement and behavior following the counseling intervention. A mixed method approach was utilized with quantitative research being the primary method and qualitative research as the secondary method. The theoretical framework for this research was based on psychologist Abraham Maslow’s Plierarchy of Needs Motivation Theory.Emphasis in this study was placed on data collected using the pre-test and post test mean scores on the Kaufman-Test of Educational Achievement in Reading and Mathematics as well as pre-test and post-test mean rating scores on the Burks Behavior Rating Scale. The mean scores from the pre-tests and post-tests were used for each of the dependent t-tests to determine if significant gains occurred. An anonymous questionnaire was completed by teachers, counselors, and administrators who participated in the counseling intervention program utilizing SurveyMonkey™. The researcher analyzed the data to form themes, categories, and patterns to discover trends and to provide reliability and validity for the quantitative component of the study and to create a realistic depiction of the phenomenon for the qualitative component. Participant responses in the qualitative findings provided insight into Abraham Maslow’s Hierarchy of Needs Motivation Theory at each level. Findings from this study suggest that a counseling intervention program provides academic and behavioral benefits for at-risk students in alternative education settings. The data revealed that the intense counseling and staff support played a pivotal role in the at-risk seventh grade students’ school year. The results showed significant differences in the pre- and post-test mean scores in reading, mathematics, and behavior. Limitations of the study are discussed and recommendations and implications for practice and further research are also discussed to further the knowledge of counseling intervention programs and at-risk students.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2008.
- Bibliography:
- Includes bibliographical references (leaves 76-81).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright CaLester C. Chaney. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- LB1027.5.C43 2008_ChaneyCaLester ( BU-Local )
- Classification:
- LB1027.5.C43 2008 ( lcc )
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