The Association Between Achievement On Kentucky’s College Readiness Assessments And The Intervention Delivery Method Provided To Underprepared Twelfth Grade Mathematics Students

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Doctoral's

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Grantor dc:publisher

Eastern Kentucky University

Year

2016

Author dc:creator

• Spurlock, Barbara Darlene

• blended learning
• college readiness
• digital learning
• interventions
• transitional courses
• tutoring
• Educational Assessment, Evaluation, and Research
• Educational Methods

Statement dc:rights

• Copyright 2016 Barbara Darlene Spurlock

Repository record dc:identifier

https://encompass.eku.edu/etd/428

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1426