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Using a concept test given prior to the lecture unit, and after, the difference in scores is used to recognize if the concepts presented have actually been comprehended. Used specifically in a lecture unit on solubility and solutions, the concept test tested student’s knowledge of supersaturated, saturated, and unsaturated solutions. With a visual identification and a written explanation, the student’s ability to identify and explain the three solutions was tested.
In order to determine the cause of the change in score from pre- to post-test, an analysis of the change in scores and the effects of question type and solution type was conducted. The significant results are as follows:
The change in score from pre- to post-test was found to be significant, with the only difference between the two tests being the lecture unit and intervention
From pre- to post-test, solution type had a significant effect on the score, with the unsaturated solution being the most easily recognized and explained solution type
Students that felt that the YouTube videos greatly increased their concept comprehension, on average, performed better than their counterparts and also saw a greater increase their score from pre- to post-test
The purpose of this study was to bring new information to the field of education research on<br/>graduation rates and school programming. Research on graduation rates and the effects of school<br/>programs exist, however there is not an abundance of research aimed specifically at Title I high<br/>schools. The goal was to find what school characteristics might impact graduation rates in this<br/>population. The thesis focused on Title I high schools in the Phoenix Union District with a<br/>graduating 2019 class of at least 250 students. This limited the effect of variability (school size,<br/>location, socioeconomic status). To research this topic, school characteristics were selected<br/>including course rigor, mentor programs, and college prep programs, as well as specific schools.<br/>To obtain the information, multiple sources were used including the Arizona Department of<br/>Education website, school websites, and school administrators/staff. The research revealed that<br/>the effect of course rigor, college prep programs, and mentorship on graduation rates in Phoenix<br/>Union High Schools is not apparent. Further research should be conducted into other possible<br/>causes for the gaps in graduation rates between the Title I high schools in this district. Future<br/>research on ELL students and programs in the Phoenix Union district and their effectiveness or<br/>lack thereof is also recommended. The research shows that this large demographic negatively<br/>correlates with the overall graduation rates at the six schools researched.
A survey of 133 engineering students at Arizona State University (ASU) was conducted to determine if extracurricular activities correlated to the amount of internships a student receives. The problem that ASU engineering students are having is that finding an internship during college and consequently finding a job after graduation is getting more difficult due to the intense competition, not only at ASU, but at every other college and university across the globe. The literature review showed that employers are looking for more from a potential candidate besides a degree and a good GPA (Grade Point Average). Employers are looking for well-developed leadership and soft skills (Dalessio, 1989). These attributes are not always learned in the classroom and many students are under the false impression that an engineering degree alone is enough to land them a job. The survey that was conducted proved that the more engineering-related extracurricular activities a student engages in, the greater the chance of finding an internship. Similarly, a linear relationship was also found between the number of activities involved in and number of interviews received. From the literature review, relevant experience is of utmost importance to many employers. Because of this, not receiving an internship throughout college greatly lessens a students’ success finding a job after college. The survey showed male students do far less extracurricular activities according to the survey compared to females. The males from the survey had a 51% percent success rate of finding an internship compared to the 71% success rate of females. As a Peer Career Coach at ASU, students come to me far too often and far too late in their academic career with empty resumes and lack of involvement. Each and every one of these students struggle heavily to find internships and eventually jobs. This problem can easily be addressed, but students must be aware that a high GPA in an engineering degree alone will not make them competitive in the job market.