Type of Document Dissertation Author Allen, Josephine Ann Author's Email Address email@example.com URN etd-0903103-104340 Title The Perceptions of Effects of a Study Skills Course, "Dynamics of Effective Study," on the Academic Achievement of African American Students at a Dedicated Academic Magnet High School Degree Doctor of Philosophy (Ph.D.) Department Educational Leadership, Research & Counseling Advisory Committee
Advisor Name Title Eugene Kennedy Committee Chair Barbara Furhrmann Committee Member Charles Teddlie Committee Member Earl H. Cheek,Jr. Committee Member Michael Bowman Dean's Representative Keywords
- study skills course
- perceptions of effects
- african american high school students
- academic achievement
- magnet high school
Date of Defense 2003-08-01 Availability unrestricted AbstractThe purpose of this study was to examine the perceptions of students, teachers, and administrators on the effectiveness of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school.
Qualitative research methods were utilized in this study. Fifteen African American students who completed the study skills course, fifteen African American students who did not take or complete the study skills course, five former study skills teachers, and three administrators from the dedicated academic magnet high school volunteered to participate in the study. Open-ended interviews were conducted with the students, teachers, and administrators. The students were matched by gender, class, entrance GPAs and entrance reading stanine scores from the Iowa Tests of Basic Skills (ITBS).
Data were collected from written documents, transcripts, fieldnotes, and interviews, from the volunteers from the dedicated academic magnet high school and three other high schools in the school district in southeast Louisiana. Data were also collected from written documents from the school systems.
Perceptions of students, teachers, and administrators of the effectiveness of the study skills course, "Dynamics of Effective Study," on the academic achievement of African American students were varied. All student participants in the study skills course, eight out of fifteen student non-participants in the study skills course, and three out of five former study skills teachers indicated that they perceived the study skills course to be effective for African American students. All three administrators indicated tht they perceived the study skills course as ineffective for African American students as it was implemented in the curriculum.
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