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Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination.

机译：在高中学生的毕业考试中，科学辅导对非洲裔美国人科学成绩的影响。

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摘要

This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%—lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.
机译：这项研究调查了在一所Title I学校的非洲裔美国高中生的课后辅导计划与高中毕业考试（HSGE）的科学部分得分之间的关​​系。毕业需要通过考试。目标高中为99％的非洲裔美国人，目标高中的及格率为42％，低于州平均水平的76％。该研究的目的是通过分析生物学成绩和分数之间的关系来确定（a）HSSE科学部分的科学辅导计划与分数之间的关系；（b）分析生物学成绩和分数之间的关系以预测辅导需求。 HSGE，以及（c）HSGE科学部分的生物学成绩和分数之间的发现，方法是分析辅导员出勤率和HSGE分数之间的关系。该研究基于伯爵的认知建构主义，这暗示了高风险测试教程的潜在好处。这项研究使用了1组前测后测的定量方法。结果显示，辅导与HSGE生物学部分的成绩之间存在显着关系。结果发现，在辅导之前，出勤率和HSGE生物学部分的分数之间没有显着关系，或者HSGE生物学部分的生物学成绩和分数之间没有显着关系。它为教育利益相关者提供了基于经验的指导，以确定在高中毕业考试成绩上进行辅导干预策略的潜在益处，从而对积极的社会变革产生了影响。

著录项

  • 作者

    Davis, Edward.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Education Tests and Measurements.;Education Sciences.;Black Studies.;African American Studies.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 115 p.
  • 总页数 115
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

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