Academic Growth of 11th Grade Students Enrolled in an AP Physics 1 Class: A Mixed Method Approach

Autor/in	Scott, Allister
Titel	Academic Growth of 11th Grade Students Enrolled in an AP Physics 1 Class: A Mixed Method Approach
Quelle	(2016), (129 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Aurora University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-7111-0
Schlagwörter	Hochschulschrift; Dissertation; Grade 11; High School Students; Advanced Placement Programs; Physics; Science Instruction; Honors Curriculum; Achievement Gains; Scores; College Entrance Examinations; Gender Differences; Ethnicity; Racial Differences; Science Achievement; ACT Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Achievement gain; Leistungssteigerung; Aufnahmeprüfung; Geschlechterkonflikt; Ethnizität; Rassenunterschied; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This mixed method research study set out to address the central problem statement of whether the Advanced Placement (AP) program results in higher academic growth and college preparedness than other rigorous course work. To understand and address this problem statement an explanatory sequential mixed method design was used (Creswell & Plano Clark, 2011). An initial quantitative phase of research was followed by a qualitative phase based on the broader finding of the initial quantitative phase. The quantitative phase used a causal-comparative design to compare the academic growth of students between an AP Physics 1 course and an Honors Physics course. Academic growth was determined by subtracting each student's score on a practice ACT taken sophomore year from the student's junior year ACT score. The interfering variables of gender, prior academic performance and ethnicity were investigated. The qualitative component incorporated the interviewing of ten students in each of the two physics courses to compare the experience of the students in the two classrooms. The quantitative strand of the research reported that there was no difference in academic growth between the two physics classes. Additionally, gender did not affect student academic growth, however both prior academic performance and ethnicity affected student academic growth. The qualitative strand of the research revealed two major themes: Honors/AP Physics similar rigor and Honors/AP student's self-concept. The integration of the two strands of the research resulted in two major conclusions: Conclusion 1 -- AP/Honors classes are very similar in rigor, pace and structure resulting in a similar academic growth in both classes; Conclusion 2 -- AP/Honors students create a culture in the classroom, which lowers the self-concept of Hispanic students, resulting in a lower academic growth for Hispanic students. Based on Conclusion 1, it was found that the AP program does not add any additional value in terms of students' academic growth above other rigorous courses. Based on Conclusion 2, it was found that minority students need additional support to be successful in higher rigor courses such as AP/Honors courses. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01