The impact individualized instruction with learning technologies has on student achievement: New directions for at-risk students with college aspirations

Jorge Pena

Date of Award

6-2007

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Ronald Chennault

Second Advisor

Anthony Dosen

Third Advisor

Layla Suleiman

Abstract

The purpose of this study is to measure the benefits of a remedial low-track academic program that includes individualized instruction using learning technologies by comparing the 9th grade Explore, 10th grade Plan, and 11th grade ACT standardized tests scores as a measure of academic achievement in English, mathematics, reading, and scientific reasoning. A second purpose is to determine if there is a difference in academic achievement between male and female students that have experienced the same curriculum in a co-institutional single-sex schooling environment. The standardized test scores of male and female students from the class of 2007, the treatment group, are compared to the students of the class of 2006, the control group. There are 51 male and female students in the class of 2007, and 47 male and female students in the class of 2006. Although the students are at-risk of dropping out of high school due to low levels of educational attainment, they have college aspirations, and students who have graduated ahead of them have enrolled in post-secondary educational institutions. The students are African-American, Latino/a, and European American and attend a private, religious high school in an urban environment. The analysis of the result reveal significant differences in scientific reasoning achievements for male students from 9th to 11th grade. There are mixed findings for English, mathematics, and reading that can be attributed to the curricular flexibility afforded in a co-institutional educational model. Although there was some lack of standardization of instruction in implementing the curriculum between the two campuses, no significant differences were found between the male and female students in the class of 2007.

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