College readiness is an indicator of how a student will perform when they enroll in college. The problem addressed in this study was the lack of college readiness for URM high school students. The purpose of this quantitative non-experimental correlational study was to assess the college readiness of URM high school students and determine if a relationship exists between intrinsic motivation and college readiness. Invitations to participate in the study were sent to eligible URM high school students who were in the 12th grade and had access to their ACT composite score. One hundred and seven responses were collected, and N = 84 completed the survey. The Self-Determination Theory was the framework used in this study because it focuses on human behavior. The mean for ACT composite scores was 15, and the standard deviation was 3.32. Ninety-five percent of the participants are not college ready because participants did not achieve the benchmark for the ACT composite score (21) and the subscales English (18), math (22), reading (22), and science (23). The first key finding was that URM students lacked college readiness. The mean for intrinsic motivation was 4.92, and the standard deviation was .897. A two-tailed test of significance indicated Rho = −.201; p = 0.66 (< .05). Another key finding in the study was a non-significant relationship existed between intrinsic motivation and college readiness. The study concludes that any positive changes in the college readiness for URM high school students may increase college enrollment, retention, and graduation rates. A future research recommendation is to evaluate other motivational strategies that could influence learning among URM high school students.
|Commitee:||Smith, Deborah, Kamm, Brandy|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Multicultural Education, Secondary education|
|Keywords:||Academic achievement, Academic success, College readiness, Intrinsic motivation, Motivation strategies, Underrepresented minority students|
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