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School-Wide Academic Outcomes and Instructional Modality Used during the 2018-2022 School Years

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Title: School-Wide Academic Outcomes and Instructional Modality Used during the 2018-2022 School Years
Language: English
Authors: Matthew A. Bowser
Source: ProQuest LLC. 2023D.Ed. Dissertation, East Tennessee State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 98
Publication Date: 2023
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Outcomes of Education, Teaching Methods, Public Schools, Academic Achievement, In Person Learning, Distance Education, COVID-19, Pandemics, College Entrance Examinations, Achievement Tests, Blended Learning, Test Results, Standardized Tests, State Standards, Achievement Gains, Instructional Effectiveness, Scores, Electronic Learning
Geographic Terms: Tennessee
Assessment and Survey Identifiers: ACT Assessment, Tennessee Comprehensive Assessment Program
ISBN: 979-83-8025-818-0
Abstract: The purpose of this quantitative study was to determine if there was a significant relationship between school-wide academic outcomes and the instructional modalities utilized by public schools during the 2019-2022 school years. This study also determined if there was a significant difference in assessment scores earned by public school students in Tennessee before and after the shift from in-person schooling caused by the COVID-19 Pandemic. The researcher used a chi-squared test for independence to determine if there was a significant relationship between the modality of instruction used within a school during the 2020-2021 and 2021-2022 school years and the school-wide academic outcomes from the American College Test (ACT) and the Tennessee Comprehensive Assessment Program Test (TCAP). Furthermore, the researcher used a two-tailed t-test for paired samples to determine if there was a significant difference in school-wide ACT composite scores, school-level TCAP one-year success rates, and TVAAS growth rates by comparing data across the 2018-2019, 2020-2021, and 2021-2022 school years. The findings within this study showed mixed results relative to school-wide academic outcomes before, during, and after the pivot from in-person instruction caused by the COVID-19 Pandemic. Findings showed that school-wide academic success rates were significantly higher prior to the shift from in-person instruction caused by the COVID-19 Pandemic; however, school-wide TVAAS growth rates did not change significantly. Furthermore, this study showed that there was a statistically significant relationship between instructional modality and student academic outcomes, but findings suggested that the relationship was weakly associated. Therefore, instructional modality may not have been a key determiner of student performance and practitioners should focus on providing quality instruction regardless of instructional modality. [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.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30551929
Accession Number: ED638523
Database: ERIC
FullText Text:
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PubType: Dissertation/ Thesis
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  Data: School-Wide Academic Outcomes and Instructional Modality Used during the 2018-2022 School Years
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  Data: The purpose of this quantitative study was to determine if there was a significant relationship between school-wide academic outcomes and the instructional modalities utilized by public schools during the 2019-2022 school years. This study also determined if there was a significant difference in assessment scores earned by public school students in Tennessee before and after the shift from in-person schooling caused by the COVID-19 Pandemic. The researcher used a chi-squared test for independence to determine if there was a significant relationship between the modality of instruction used within a school during the 2020-2021 and 2021-2022 school years and the school-wide academic outcomes from the American College Test (ACT) and the Tennessee Comprehensive Assessment Program Test (TCAP). Furthermore, the researcher used a two-tailed t-test for paired samples to determine if there was a significant difference in school-wide ACT composite scores, school-level TCAP one-year success rates, and TVAAS growth rates by comparing data across the 2018-2019, 2020-2021, and 2021-2022 school years. The findings within this study showed mixed results relative to school-wide academic outcomes before, during, and after the pivot from in-person instruction caused by the COVID-19 Pandemic. Findings showed that school-wide academic success rates were significantly higher prior to the shift from in-person instruction caused by the COVID-19 Pandemic; however, school-wide TVAAS growth rates did not change significantly. Furthermore, this study showed that there was a statistically significant relationship between instructional modality and student academic outcomes, but findings suggested that the relationship was weakly associated. Therefore, instructional modality may not have been a key determiner of student performance and practitioners should focus on providing quality instruction regardless of instructional modality. [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.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 98
    Subjects:
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Test Results
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: State Standards
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Tennessee
        Type: general
      – SubjectFull: ACT Assessment
        Type: general
      – SubjectFull: Tennessee Comprehensive Assessment Program
        Type: general
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      – TitleFull: School-Wide Academic Outcomes and Instructional Modality Used during the 2018-2022 School Years
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