Date Approved
6-18-2001
Embargo Period
6-10-2016
Document Type
Thesis
Degree Name
M.A. in Elementary Administration
Department
Educational Services and Leadership
College
College of Education
Advisor
Sernak, Kathleen
Subject(s)
Poor children--Education; School day; Tutors and tutoring
Disciplines
Elementary and Middle and Secondary Education Administration
Abstract
This study determines whether students from low socio-economic backgrounds, who function poorly on tests and report cards, improved academically after increasing time for instruction, and time for working on school related tasks. Research indicates that there is a relationship between time and learning. When distinctions have been made with time allocated for instruction, time engaged in instructional activities and time spent successfully completing instructional activities, the latter of these has been found to have a direct correlation with achievement. Participants worked after school on homework with certified teachers. Factors affecting student achievement in language arts have been identified. The academic outcomes of the participants are compared to other high-risk students of similar backgrounds who are not involved in the program. The educational background of the adult participants is key to understanding student motivation and commitment to working on tasks. Language arts learning objectives are measured through pre and post testing on a National Standardized Achievement Test.
Recommended Citation
Worthy, Diane L., "The impact extended day instruction has on the academic achievement of at-risk low socioeconomic students" (2001). Theses and Dissertations. 1617.
https://rdw.rowan.edu/etd/1617
