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Factors Associated with the American College Test (ACT) Considering Gender, Race, Socioeconomic Status, and Student Perceptions

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Title: Factors Associated with the American College Test (ACT) Considering Gender, Race, Socioeconomic Status, and Student Perceptions
Language: English
Authors: Jenny Harris Gibson
Source: ProQuest LLC. 2024Ed.D. Dissertation, Freed-Hardeman 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: 147
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: College Entrance Examinations, Sex, Racial Factors, Socioeconomic Status, Student Attitudes, Success, Scores, Influences, African American Students, White Students, Gender Differences, Test Preparation, Test Wiseness, Student Motivation, Timed Tests, Computer Assisted Instruction, Educational Environment
Assessment and Survey Identifiers: ACT Assessment
ISBN: 979-83-8220-055-2
Abstract: This mixed-methods study explored American College Test (ACT) composite scores and Tennessee Value-Added Assessment System (TVAAS) growth scores in connection with a student's race, socioeconomic status, and gender as well as perceived factors that promote or inhibit success on the ACT. Quantitative data were collected from existing TVAAS data for 361 students who were currently or previously enrolled in the participating school. Inferential statistics were used to assess quantitative data where ACT score and TVAAS growth scores served as the dependent variables while (a) race, (b) SES, and (c) gender served as the independent variables. Qualitative data were collected from 214 students to determine their perceptions on what might encourage or inhibit success on the ACT. A statistically significant difference in the ACT composite scores was found among students according to socioeconomic status and race. Additionally, there was a significant difference in TVAAS growth scores between males and females as well as between Black and White students. Qualitative data indicated that factors found to strengthen ACT scores included preparatory classes, test-taking strategies, and self-motivation, while factors found to inhibit ACT scores included test timing, online testing, and environmental conditions. [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:31144998
Accession Number: ED651747
Database: ERIC
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  Data: This mixed-methods study explored American College Test (ACT) composite scores and Tennessee Value-Added Assessment System (TVAAS) growth scores in connection with a student's race, socioeconomic status, and gender as well as perceived factors that promote or inhibit success on the ACT. Quantitative data were collected from existing TVAAS data for 361 students who were currently or previously enrolled in the participating school. Inferential statistics were used to assess quantitative data where ACT score and TVAAS growth scores served as the dependent variables while (a) race, (b) SES, and (c) gender served as the independent variables. Qualitative data were collected from 214 students to determine their perceptions on what might encourage or inhibit success on the ACT. A statistically significant difference in the ACT composite scores was found among students according to socioeconomic status and race. Additionally, there was a significant difference in TVAAS growth scores between males and females as well as between Black and White students. Qualitative data indicated that factors found to strengthen ACT scores included preparatory classes, test-taking strategies, and self-motivation, while factors found to inhibit ACT scores included test timing, online testing, and environmental conditions. [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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 147
    Subjects:
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: Sex
        Type: general
      – SubjectFull: Racial Factors
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Success
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: White Students
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Test Preparation
        Type: general
      – SubjectFull: Test Wiseness
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Timed Tests
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: ACT Assessment
        Type: general
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      – TitleFull: Factors Associated with the American College Test (ACT) Considering Gender, Race, Socioeconomic Status, and Student Perceptions
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