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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- Research has shown Black males in the United States have been recognized as one of the lowest academically performing demographic groups. The purpose of this quantitative study was to investigate the effect of a socioconstructivist guided Tier-2 academic intervention on the reading achievement of Black males attending an urban middle school. Specifically, the purpose of this research was to determine whether Black male students who are in grades 6, 7 and 8 in an urban school and who attend school regularly would benefit academically from a Tier-2 intervention that provided a learning environment based on the socioconstructivist pedagogical framework. Quantitative methodology was used for analyzing the data and the causal comparison approach was used to examine mean gains in the test scores of the comparison and intervention groups. The instrument that was used to collect the data—test scores in reading—was the Benchmark Assessment System. Test data from archival district files were provided by the testing coordinator with no student names attached. Therefore, the study was completely anonymous. The independent variable was the Tier 2 academic intervention and the dependent variable was reading achievement. Each student was pretested and post tested. Reading achievement was measured by the mean gain from pretest to posttest for the students in the intervention and comparison groups. Independent t-tests at the .05 level of significance were used to test the null hypotheses. Also, a one-way ANCOVA was performed to account for any initial differences which may have existed between the groups. Evidence from this study suggested that a Tier-2 academic intervention does not have a statistically significant effect on the reading achievement of Black males in middle school. While there was no statistical significance in all three grades, the intervention group scored higher by a minimum of 14.64 points. While statistical differences were not quantitatively significant, anecdotal evidence provided support on the growth and development of the affective domain of students who participated in the intervention. Therefore, the effect of the Tier-2 academic intervention on reading achievement of Black males in middle school cannot be overlooked. With this in mind, the findings from this research have implications for educators working to enhance the reading achievement of Black males. Future research is recommended with a larger sample size and a longer time frame participating in the intervention to better determine if there is a relationship between a socioconstructivist guided Tier-2 intervention and reading achievement in the general population of Black males. Furthermore, the examination of an affective pedagogy, research-based pedagogical practices, and socioconstructivist principles may prove to be one manner of highlighting and understanding the continuum between theory and practice that may enable curriculum and instructional models that will positively influence the literacy growth and development of Black middle school males.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2012.
- Bibliography:
- Includes bibliographical references (leaves 90-123).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Derek J. Hall. 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:
- LB1632.H35 2012_HallDerek ( BU-Local )
- Classification:
- LB1632.H35 2012 ( lcc )
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