Dissertation/Thesis Abstract

The effect of four intervention programs on standardized test scores by gender
by Cryder, Rebecca E., Ed.D., University of Phoenix, 2012, 121; 3529731
Abstract (Summary)

This quantitative correlational study involved the analysis, by gender, of the effect of four intervention programs at an Arizona middle school as seen on Arizona’s Instrument to Measure Standards (AIMS) test scores. These four intervention programs included: Advancement Via Individual Determination (AVID), a planner stamping system, a World Studies curriculum, and a double-block math class implemented as a result of reaching full Title I status. The problem researched was the disparity in Arizona Instrument to Measure Standards (AIMS) test scores between males and females. The purpose was to analyze the relationship between the programs and the continuing gender gap on AIMS test scores. The research questions investigated the effect the intervention programs had, if any, on subsequent AIMS test scores. The importance of an educated population in increasing economic viability was the theoretical framework for this study. A univariate ANOVA using SPSS version 20.0 was performed on student test scores to determine the significance of the relationship between the intervention program and the student test scores, by gender. Critical analysis of the data revealed that no single intervention program increased test scores for males or females in all three tested areas (math, reading, or writing). However, for the AVID program, significance in effect was found for math but not for reading and writing. For the planner stamping program, significance in effect was found for writing and reading, but not for math. For the world studies curriculum, significance in effect was found for writing, but not for math or reading. The double-block math program indicated no significance of effect for gender, but graphs indicate a significance of effect for males that is negated by the significance of effect for females. Key results of this study indicate a need for further examination of these intervention programs and the effect on test scores, by gender, in an effort to eliminate the gender gap as seen on AIMS test scores.

Indexing (document details)
Advisor: Varley, Melissa
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 74/01(E), Dissertation Abstracts International
Subjects: Educational tests & measurements, Educational evaluation, Middle School education
Keywords: Advancement Via Individual Determination (AVID), Arizona, Gender achievement, Middle school, Standardized testing
Publication Number: 3529731
ISBN: 978-1-267-66583-6
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