An Examination of the Achievement and Disciplinary Incidents of Grade 4 Students Participating in a Web-Based Language Arts and Writing Intervention Program
Daniel Lee Jack, Union University, United States
Union University . Awarded
This study was an examination of the achievement and disciplinary incidents of Grade 4 students participating in a web-based Language Arts and Writing intervention program. Existing Reading/Language Arts formative assessment scores and disciplinary incidents of grade 4 male and female students in 3 large urban elementary public schools in west Tennessee were examined. Data from the control group (n = 70) and treatment group (n = 70) were randomly selected for an equal randomized sample population for the research study. While the scores and disciplinary incidents of both genders in grade 4 were examined, the primary focus for this study concerned the males. The study investigated whether or not there were an association between the achievement and disciplinary incidents of the grade 4 students participating in the web-based Language Arts and Writing Intervention program. The study also aimed to determine if significant differences existed between the achievement levels of the subjects based on gender. Student data from the assessments that were administered throughout the studied school district in September (Test P), November (Test A), and February (Test B) of the 2009–2010 school year were examined along with disciplinary incidents data for each of the subjects. A series of MANOVAs and ANOVAs were used to analyze the data. The results of the analyses, based on the MANOVAs, revealed no association between the formative assessment scores and the web-based Language Arts and Writing Intervention Program; however, the analyses, based on the ANOVAs, revealed an association between 1 out of 4 disciplinary incidents levels and the web-based Language Arts and Writing Intervention Program. The results of the analyses also revealed, based on the ANOVAs, that differences did not exist between achievement levels and the web-based intervention program based on gender. However, the ANOVAs determined that particular variables on each formative assessment were significant and revealed that certain gender groups had higher mean scores on those particular variables as compared to others. Implications of the results are discussed.
Jack, D.L. An Examination of the Achievement and Disciplinary Incidents of Grade 4 Students Participating in a Web-Based Language Arts and Writing Intervention Program. Ph.D. thesis, Union University.
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