Exploring the underpinnings that attribute to low performance on standardized tests by first year university freshmen at a Historically Black College and University
Doctor of Philosophy (PhD)
Educational Theory, Policy, and Practice
The primary purpose of this study was to examine and determine what factors contribute to the prevention of first semester freshmen students not succeeding on high stakes tests based on their opinions, and what variables are important to their performance at the university. The Personal Educational Academic Survey (PEAS), a 65 item Likert-type scale was designed to measure the students’ opinions regarding their academic knowledge acquired during their first semester in college in Academic Achievement and other courses at Langston University. The final response count was 216 representing a 35.47% response rate. The target population in this research study was first year college students who attend Langston University, and who were conditionally admitted and enrolled in Academic Achievement as a required preparatory course because they are considered at-risk for college studies. These students’ composite scores ranged from seventeen or lower on the ACT (American College Test). Students were administered the PEAS to measure the factors that they think impeded or enhanced their knowledge base and determined their academic levels in addition to some identifiable markers that they considered to be motivational factors as they matriculate throughout the semester. The statistical procedures that were used to help answer the research questions were Analysis of Variance (ANOVA), step-wise regression, Pearson’s r Correlation, and exploratory factor analysis. Majority of respondents identified themselves as Black or African American (n = 202, 93.5%). The second largest group identified themselves as American Indiana or Alaska Native (n = 7, 3.2%). A total of 144 respondents (67.0%) indicated that they did not find an individual who is mentoring them during this college experience. This item question was proven to be statistically significant of all the other variables. Many of the respondents also stated that they would like more collaborative learning and hands-on classwork in the classroom. They also wanted the course to be offered more than one time a week. Another major finding was that the majority of the respondents indicated that their grade-point average in high school was not a 3.0 and above (n = 154, 71.3%).
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Darby, Jr., Jeffery Joseph, "Exploring the underpinnings that attribute to low performance on standardized tests by first year university freshmen at a Historically Black College and University" (2013). LSU Doctoral Dissertations. 3404.