You are here

UCF Digital Collections ยป ETD Collection

A Study of Approaches to Improve Advanced Placement Social Studies Examination Student Performance in One Urban Florida High School

Download pdf | Full Screen View

Date Issued:
2019
Abstract/Description:
The purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional approaches to improving student examination performance were effective. Because the instructional approaches were implemented in one school within the school district of study, a purposive sample was used. Data collected included practice examination participation data, beyond-school-day tutoring attendance data, and AP U.S. History and AP World History examination scores for students enrolled in AP U.S. History and AP World History at the school of study (FHS) and the matched high school (MHS).
Title: A Study of Approaches to Improve Advanced Placement Social Studies Examination Student Performance in One Urban Florida High School.
9 views
7 downloads
Name(s): Laser, Sabine, Author
Taylor, Rosemarye, Committee Chair
Ceballos, Marjorie, Committee CoChair
Baldwin, Lee, Committee Member
Fritz, Ronald, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2019
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional approaches to improving student examination performance were effective. Because the instructional approaches were implemented in one school within the school district of study, a purposive sample was used. Data collected included practice examination participation data, beyond-school-day tutoring attendance data, and AP U.S. History and AP World History examination scores for students enrolled in AP U.S. History and AP World History at the school of study (FHS) and the matched high school (MHS).
Identifier: CFE0007669 (IID), ucf:52479 (fedora)
Note(s): 2019-08-01
Ed.D.
Community Innovation and Education, Educational Leadership and Higher Education
Doctoral
This record was generated from author submitted information.
Subject(s): Advanced Placement -- Practice Examinations -- Tutoring -- AP Examination Performance -- Instructional Strategies to Improve AP Examination Performance -- Instructional Strategies -- AP Social Studies Examination Performance
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007669
Restrictions on Access: campus 2024-08-15
Host Institution: UCF

In Collections