A Quantitative Analysis of an Arts Program

Autor/in	Gallagher, Faustina
Titel	A Quantitative Analysis of an Arts Program
Quelle	(2013), (127 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University - Commerce
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-0550-1
Schlagwörter	Hochschulschrift; Dissertation; Art Education; Summer Programs; Academic Achievement; College Readiness; Program Effectiveness; Academic Failure; Middle School Students; Grade 8; Grade 9; Grades (Scholastic); English; Language Arts; Mathematics; High School Students; College Entrance Examinations; Grade 10; Credits; Statistical Analysis; Quasiexperimental Design; Comparative Analysis; Scores; Texas; National Merit Scholarship Qualifying Test; Preliminary Scholastic Aptitude Test + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Sommerkurs; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Notenspiegel; English language; Englisch; Sprachkultur; Mathematik; High school; High schools; Oberschule; Studentin; Aufnahmeprüfung; Statistische Analyse; Scholarship; Scholarships; Assessment; Stipendium; Eignungstest; Eignungsprüfung; Hochschulzulassung
Abstract	This study assessed the relationship of an Arts Summer Learning Program (Arts Program) to student academic performance and college readiness. A North Texas school district collaborated with a research-based Arts Program in 2010, and a new approach was implemented in the summer school program for low-performing students who had failed courses in the eighth grade. The Arts Program included district-approved core content curriculum for mathematics, science, English language arts and reading (ELA), and social studies, embedded with creative arts projects. The Arts Program was used as an intervention for students who failed course work during the regular academic year. This new approach was intended to have a positive effect on student academic performance by engaging students in creative project-based art learning. For the purpose of this study, an exclusively quantitative, quasi-experimental, comparative design was used. This study investigated two groups (treatment and control) of middle school students who failed mathematics and ELA in the eighth grade. The researcher analyzed the impact of the Arts Program on student academic performance in ninth grade mathematics and ELA course grades, students' ninth grade course credit accumulation, and data from the College Board© assessment, and the Preliminary Scholastic Aptitude Test (PSAT)/National Merit Scholarship Qualifying Test (NMSQT) that students took in the 10th-grade. The PSAT mathematics, critical reading, and writing scores were analyzed to determine the effect of the Arts Program. A Mann-Whitney U test was used as the process and method to analyze and predict the main independent variable of interest (participation in the Arts Program) and the difference in the dependent variables, ninth grade course grades, ninth grade course credit accumulation, and 10th-grade PSAT mathematics, critical reading and writing scores. In general, results yielded no statistically significant differences between the dependent variables regardless of whether students attended the Arts Program in the eighth grade. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01