College admission exams have long been the determining factor in students' college acceptance as well as being used as a predictor of success in college. States across America also used college admission exams as a way to measure a school's success in multiple dimensions. This study examined the effect of placing participants in an ACT intervention course that provides them with instruction and material to help them in areas they were struggling in on the ACT. This study focused on an ACT test that participants took before taking the intervention course and a test after taking the course. Along with ACT scores, the participants were interviewed and asked a series of questions to help understand their perspective of the class. The results suggested that strategies with timing helped (a) participants; (b) teacher instruction and encouragement and (c) the repetition of practice of both full exams and questions in areas where the participants need additional support.
","abstract_html":"<p>College admission exams have long been the determining factor in students' college acceptance as well as being used as a predictor of success in college. States across America also used college admission exams as a way to measure a school's success in multiple dimensions. This study examined the effect of placing participants in an ACT intervention course that provides them with instruction and material to help them in areas they were struggling in on the ACT. This study focused on an ACT test that participants took before taking the intervention course and a test after taking the course. Along with ACT scores, the participants were interviewed and asked a series of questions to help understand their perspective of the class. The results suggested that strategies with timing helped (a) participants; (b) teacher instruction and encouragement and (c) the repetition of practice of both full exams and questions in areas where the participants need additional support. </p>","abstract_has_math":false,"creators":["Clement, April"],"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":2021,"date_issued":"2021-01-01T08:00:00Z","date_published":"2021-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:00Z","subjects":["ACT","College Admissions exams","High School Students","Teachers","Testing","Educational Assessment, Evaluation, and Research","Educational Methods"],"languages":[],"rights":["Copyright 2021 April Clement"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/698","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Clement, April"]}]},{"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":["ACT","College Admissions exams","High School Students","Teachers","Testing","Educational Assessment, Evaluation, and Research","Educational Methods"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 April Clement"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/698"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["College admission exams have long been the determining factor in students' college acceptance as well as being used as a predictor of success in college. States across America also used college admission exams as a way to measure a school's success in multiple dimensions. This study examined the effect of placing participants in an ACT intervention course that provides them with instruction and material to help them in areas they were struggling in on the ACT. This study focused on an ACT test that participants took before taking the intervention course and a test after taking the course. Along with ACT scores, the participants were interviewed and asked a series of questions to help understand their perspective of the class. The results suggested that strategies with timing helped (a) participants; (b) teacher instruction and encouragement and (c) the repetition of practice of both full exams and questions in areas where the participants need additional support.
"]},{"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":["Understanding the Impact of an ACT Intervention Course Through the Perspectives of Previous Students"]}]}],"canonical_facts":{"dc:creator":["Clement, April"],"dc:description.abstract":["College admission exams have long been the determining factor in students' college acceptance as well as being used as a predictor of success in college. States across America also used college admission exams as a way to measure a school's success in multiple dimensions. This study examined the effect of placing participants in an ACT intervention course that provides them with instruction and material to help them in areas they were struggling in on the ACT. This study focused on an ACT test that participants took before taking the intervention course and a test after taking the course. Along with ACT scores, the participants were interviewed and asked a series of questions to help understand their perspective of the class. The results suggested that strategies with timing helped (a) participants; (b) teacher instruction and encouragement and (c) the repetition of practice of both full exams and questions in areas where the participants need additional support.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/698"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2021 April Clement"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["ACT","College Admissions exams","High School Students","Teachers","Testing","Educational Assessment, Evaluation, and Research","Educational Methods"],"dc:title":["Understanding the Impact of an ACT Intervention Course Through the Perspectives of Previous 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":"2026-07-24T02:16:00Z"}