Date of Award

January 2021

Degree Type

Open Access Dissertation

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

Stella Ann Burns

Department Affiliation

Teaching, Learning, and Educational Leadership

Second Advisor

Raymond A. Lauk

Department Affiliation

Teaching, Learning, and Educational Leadership

Third Advisor

Jamie-Marie L. Miller

Department Affiliation

Teaching, Learning, and Educational Leadership

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.

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