The purpose of this retrospective quantitative study was to determine if there was an association between achievement on Kentucky’s college readiness assessments and intervention delivery methods: (1) face-to-face tutoring only; (2) online/digital tutoring only; or (3) blended learning tutoring provided to underprepared twelfth grade mathematics students. Data used for this study were provided voluntarily from four Kentucky districts representing six high schools. Descriptive statistics and Chi Square statistical significance research methods were used to determine the association between assessments and intervention instructional delivery models. Bivariate correlations were used to determine a weak correlation between Kentucky’s three college readiness assessments (ACT, COMPASS, and KYOTE). It was found that blended learning tutoring was associated with the greatest achievement on each of the three Kentucky college readiness assessments, greatest mean scale scores, and overall college readiness achievement statuses when compared to face-to-face tutoring and online/digital tutoring intervention instruction.
","abstract_html":"<p>The purpose of this retrospective quantitative study was to determine if there was an association between achievement on Kentucky’s college readiness assessments and intervention delivery methods: (1) face-to-face tutoring only; (2) online/digital tutoring only; or (3) blended learning tutoring provided to underprepared twelfth grade mathematics students. Data used for this study were provided voluntarily from four Kentucky districts representing six high schools. Descriptive statistics and Chi Square statistical significance research methods were used to determine the association between assessments and intervention instructional delivery models. Bivariate correlations were used to determine a weak correlation between Kentucky’s three college readiness assessments (ACT, COMPASS, and KYOTE). It was found that blended learning tutoring was associated with the greatest achievement on each of the three Kentucky college readiness assessments, greatest mean scale scores, and overall college readiness achievement statuses when compared to face-to-face tutoring and online/digital tutoring intervention instruction. </p>","abstract_has_math":false,"creators":["Spurlock, Barbara Darlene"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:39Z","subjects":["blended learning","college readiness","digital learning","interventions","transitional courses","tutoring","Educational Assessment, Evaluation, and Research","Educational Methods"],"languages":[],"rights":["Copyright 2016 Barbara Darlene Spurlock"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/428","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Spurlock, Barbara Darlene"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["blended learning","college readiness","digital learning","interventions","transitional courses","tutoring","Educational Assessment, Evaluation, and Research","Educational Methods"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Barbara Darlene Spurlock"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/428"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this retrospective quantitative study was to determine if there was an association between achievement on Kentucky’s college readiness assessments and intervention delivery methods: (1) face-to-face tutoring only; (2) online/digital tutoring only; or (3) blended learning tutoring provided to underprepared twelfth grade mathematics students. Data used for this study were provided voluntarily from four Kentucky districts representing six high schools. Descriptive statistics and Chi Square statistical significance research methods were used to determine the association between assessments and intervention instructional delivery models. Bivariate correlations were used to determine a weak correlation between Kentucky’s three college readiness assessments (ACT, COMPASS, and KYOTE). It was found that blended learning tutoring was associated with the greatest achievement on each of the three Kentucky college readiness assessments, greatest mean scale scores, and overall college readiness achievement statuses when compared to face-to-face tutoring and online/digital tutoring intervention instruction.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["The Association Between Achievement On Kentucky’s College Readiness Assessments And The Intervention Delivery Method Provided To Underprepared Twelfth Grade Mathematics Students"]}]}],"canonical_facts":{"dc:creator":["Spurlock, Barbara Darlene"],"dc:description.abstract":["The purpose of this retrospective quantitative study was to determine if there was an association between achievement on Kentucky’s college readiness assessments and intervention delivery methods: (1) face-to-face tutoring only; (2) online/digital tutoring only; or (3) blended learning tutoring provided to underprepared twelfth grade mathematics students. Data used for this study were provided voluntarily from four Kentucky districts representing six high schools. Descriptive statistics and Chi Square statistical significance research methods were used to determine the association between assessments and intervention instructional delivery models. Bivariate correlations were used to determine a weak correlation between Kentucky’s three college readiness assessments (ACT, COMPASS, and KYOTE). It was found that blended learning tutoring was associated with the greatest achievement on each of the three Kentucky college readiness assessments, greatest mean scale scores, and overall college readiness achievement statuses when compared to face-to-face tutoring and online/digital tutoring intervention instruction.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/428"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2016 Barbara Darlene Spurlock"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["blended learning","college readiness","digital learning","interventions","transitional courses","tutoring","Educational Assessment, Evaluation, and Research","Educational Methods"],"dc:title":["The Association Between Achievement On Kentucky’s College Readiness Assessments And The Intervention Delivery Method Provided To Underprepared Twelfth Grade Mathematics Students"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:39Z"}