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|a LB3051.J33 2012_JacquesLisa |2 BU-Local |
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|a The effect of a mentoring model on FCAT achievement and grade point average of tenth graders |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2012. |
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|a ix, 74 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2012. |
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|a Includes bibliographical references (leaves 60-65). |
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|a Copyright Lisa G. Jacques. 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. |
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|a This study examines the effect of a mentoring model on FCAT achievement and grade point average of tenth grade students. This ex post facto, quantitative study compared data of program participants and non-participants of 10th graders from a large urban school district in Florida. Of the 180 participants, 90 were placed in a control group, and 90 were placed in an experimental group that was designed to expose them to the intervention provided by the mentoring model. The control group did not receive such exposure. Independent t-tests were performed to compare the mean differences among the groups. Findings indicated that those tenth-grade students who were participants in the mentoring model had a significantly higher FCAT achievement level and grade point average than those tenth grade students who did not participate (p<.05). According to Reglin (1998), successful interventions, such as mentoring, have far-reaching benefits, both to the child and the community. When gender is examined, female students in the program scored significantly higher than non-participants in all three variables (p<.05). Female mentors can help girls overcome barriers to education such as low educational aspirations, low parental expectations, and inadequate information about careers. When interventions are provided, mentors help girls improve their academic performance (Freedman, 1993). As such, female tenth graders had a significantly higher (p<.05) level of FCAT achievement and grade point average than non-female participants, supporting Freedman’s theory of mentored girls being more successful. However, there was no significant difference among male mentoring model participants and non-participants (p>.05). Therefore, it may be worthwhile to focus specifically on mentoring programs for males who as shown in this study to have a lower performance level overall. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Educational tests and measurements |x Florida. |
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|a Florida Comprehensive Assessment Test. |
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|a Achievement tests |x Florida. |
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|a Tenth grade (Education). |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001375/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/75/00001/LB3051_J33 2012_JacquesLisathm.jpg |
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|a Theses and Dissertations |
