Matching Items (6)
Filtering by
- All Subjects: Academic Achievement
- All Subjects: College Enrollment
- Creators: Atkinson, Robert K
- Creators: Bernstein, Bianca L.
Description
This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and motivation. The 1st version was a business-as-usual traditional classroom teaching mathematics with direct instruction. The 2rd version of the course provided students with self-paced, individualized Algebra instruction with a web-based, intelligent tutor. The 3rd version of the course coupled self-paced, individualized instruction on the web-based, intelligent Algebra tutor coupled with a series of e-learning modules on self-regulated learning knowledge and skills that were distributed throughout the semester. A quasi-experimental, mixed methods evaluation design was used by assigning pre-registered, high-school remedial Algebra I class periods made up of an approximately equal number of students to one of the three study conditions or course versions: (a) the control course design, (b) web-based, intelligent tutor only course design, and (c) web-based, intelligent tutor + SRL e-learning modules course design. While no statistically significant differences on SRL skills, math achievement or motivation were found between the three conditions, effect-size estimates provide suggestive evidence that using the SRL e-learning modules based on ARCS motivation model (Keller, 2010) and Let Me Learn learning pattern instruction (Dawkins, Kottkamp, & Johnston, 2010) may help students regulate their learning and improve their study skills while using a web-based, intelligent Algebra tutor as evidenced by positive impacts on math achievement, motivation, and self-regulated learning skills. The study also explored predictive analyses using multiple regression and found that predictive models based on independent variables aligned to student demographics, learning mastery skills, and ARCS motivational factors are helpful in defining how to further refine course design and design learning evaluations that measure achievement, motivation, and self-regulated learning in web-based learning environments, including intelligent tutoring systems.
ContributorsBarrus, Angela (Author) / Atkinson, Robert K (Thesis advisor) / Van de Sande, Carla (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2013
Description
Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are entering college ill prepared for the rigors of higher education, lacking understanding of basic and important principles (ACT, 2012). The desire to increase academic achievement is a wide held aspiration in education and the idea of adapting instruction to individuals is one approach to accomplish this goal (Lalley & Gentile, 2009a). Frequently, adaptive learning environments rely on a mastery learning approach, it is thought that when students are afforded the opportunity to master the material, deeper and more meaningful learning is likely to occur. Researchers generally agree that the learning environment, the teaching approach, and the students' attributes are all important to understanding the conditions that promote academic achievement (Bandura, 1977; Bloom, 1968; Guskey, 2010; Cassen, Feinstein & Graham, 2008; Changeiywo, Wambugu & Wachanga, 2011; Lee, 2012; Schunk, 1991; Van Dinther, Dochy & Segers, 2011). The present study investigated the role of college students' affective attributes and skills, such as academic competence and academic resilience, in an adaptive mastery-based learning environment on their academic performance, while enrolled in a remedial mathematics course. The results showed that the combined influence of students' affective attributes and academic resilience had a statistically significant effect on students' academic performance. Further, the mastery-based learning environment also had a significant effect on their academic competence and academic performance.
ContributorsFoshee, Cecile Mary (Author) / Atkinson, Robert K (Thesis advisor) / Elliott, Stephen N. (Committee member) / Horan, John (Committee member) / Arizona State University (Publisher)
Created2013
Description
The Student Performance Accomplishments Questionnaire (SPAQ) was developed and validated in two studies with two normative samples totaling 315 college students, including a subsample of undocumented students. This instrument assesses academic performance accomplishments in the context of students' academic, extracurricular, and advocacy roles. Performance accomplishments are theorized to be one of four sources of efficacy (Bandura, 1977, 1986). Study 2 tested part of the Social Cognitive Career Theory model (Lent et al., 1994) in a sample of 154 student advocates. By conventional standards, the results yielded no support for the SCCT model and suggested the need for an alternative model. Results showed that student performance accomplishments in advocacy are highly related to students' academic outcomes, particularly choice actions. Choice actions were subsequently related to career goals and academic performance. No significant differences were found between documented and undocumented students on any of the variables studied. It was found that student advocates were significantly higher in performance accomplishments in advocacy, academic self-efficacy, choice action, and academic performance in comparison to student non-advocates. Clinical and research implications of these results for the field of counseling psychology were discussed.
ContributorsCadenas, German (Author) / Bernstein, Bianca L. (Thesis advisor) / Kurpius, Sharon E. (Committee member) / Arciniega, Guillermo M. (Committee member) / Arizona State University (Publisher)
Created2013
Description
Undeclared undergraduates participated in an experimental study designed to explore the impact of an Internet-delivered "growth mindset" training on indicators of women's engagement in science, engineering, technology, and mathematics ("STEM") disciplines. This intervention was hypothesized to increase STEM self-efficacy and intentions to pursue STEM by strengthening beliefs in intelligence as malleable ("IQ attitude") and discrediting gender-math stereotypes (strengthening "stereotype disbelief"). Hypothesized relationships between these outcome variables were specified in a path model. The intervention was also hypothesized to bolster academic achievement. Participants consisted of 298 women and 191 men, the majority of whom were self-identified as White (62%) and 18 years old (85%) at the time of the study. Comparison group participants received training on persuasive writing styles and control group participants received no training. Participants were randomly assigned to treatment, comparison, or control groups. At posttest, treatment group scores on measures of IQ attitude, stereotype disbelief, and academic achievement were highest; the effects of group condition on these three outcomes were statistically significant as assessed by analysis of variance. Results of pairwise comparisons indicated that treatment group IQ attitude scores were significantly higher than the average IQ attitude scores of both comparison and control groups. Treatment group scores on stereotype disbelief were significantly higher than those of the comparison group but not those of the control group. GPAs of treatment group participants were significantly higher than those of control group participants but not those of comparison group participants. The effects of group condition on STEM self-efficacy or intentions to pursue STEM were not significant. Results of path analysis indicated that the hypothesized model of the relationships between variables fit to an acceptable degree. However, a model with gender-specific paths from IQ attitude and stereotype disbelief to STEM self-efficacy was found to be superior to the hypothesized model. IQ attitude and stereotype disbelief were positively related; IQ attitude was positively related to men's STEM self-efficacy; stereotype disbelief was positively related to women's STEM self-efficacy, and STEM self-efficacy was positively related to intentions to pursue STEM. Implications and study limitations are discussed, and directions for future research are proposed.
ContributorsFabert, Natalie Shay (Author) / Bernstein, Bianca L. (Thesis advisor) / Kinnier, Richard (Committee member) / Dawes, Mary (Committee member) / Bekki, Jennifer (Committee member) / Arizona State University (Publisher)
Created2014
Description
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
ContributorsScheller, Sara Matheson (Co-author) / Johnson, Benjamin (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
ContributorsJohnson, Benjamin Howard (Co-author) / Scheller, Sara (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Department of Psychology (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05